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ANALYSIS 



English Sentence 



BEEMAN 



LIBRARY OF CONGRESS. 
*?TWY 

Chap Copyright M 

8helf3_4fc\5 

-ma 

UNITED STATES OF AMERICA. 



JUL 23 1900 



THE 

Analysis of The 



ENGLISH SENTENCE 



WITH 



Supplement 



BY 



Marion N. Beeman. 



MOORE & LANQEN PRINTING CO. 
TERRE HAUTE. IND 



2B252 






Library of Cor, 

Two .Copies Receives! 
JUL 23 1900 

Copyright entry 

N ,..AvT./.<b 

SECOND COPY. 

Delivered to 

ORDER DIVISION, 



Copyrighted, 1899, by Marion N. Beeman. 



DEDICATION. 

To the many boys and girls who have been my pupils, 
and are now my loving friends, this book is most affec- 
tionately inscribed. 



PREFACE. 

This is not the only grammar. The author sends it 
forth with some diffidence. Through many years of 
constant teaching, he has not ceased to feel a want in 
the study of our language in the common schools. 
Nor does he claim that this work is a panacea for every 
ill, or a complete reformation in the methods of the 
study of our language. The effort has been to sup- 
plant interest-destroying formalities, and to look into 
the meaning of the various forms that our language 
has assumed, with the hope that the real content may 
be found to live and breathe in the form, and that 
the study of the language may so furnish its own 
inspiration. 

The author believes that there are few other fields 
of study so productive of real culture as are those of 
language and literature. With the hope of arousing 
the boys and girls to a living love for the splendid 
array of associations among which they may live in 
literature, he has sought, by this method of treat- 
ment, to lead them to a deeper appreciation of the 
language that they see and hear — that glorious vehicle 
of thought excelled by none other — by touching upon 
the realm of the origin of its various peculiarities, 
where mind struggled with, and mastered form, and 
made it its means of expression. 

If these lessons serve to lead boys and girls to love 
good literature for the good and wholesome company 
it will furnish them, by pointing the way to good 
literature through the study of the language that is so 
richly laden with it, the author's highest hope will 
have been realized. 

Robinson, Illinois, 
April 27, 1900. 



CONTENTS. 
Part First. 

I. Definitions and Comments 7 

II. Subject and Predicate 8 

III. Complex Subject and Complex Predi- 

cate 10 

IV. Analysis and the Diagram 13 

V. The Nominative Attribute 14 

VI. The Nominative Attribute — continued.. 16 

VII. The Nominative Attribute — continued.. 17 

VIII. The Attributive Verb in Predicate. . . 19 

IX. The Attributive Verb — continued ... 21 

X. The Objective Attribute . .' 23 

XI. The Objective Attribute — continued. . 26 

XII. The Nominative Attribute 28 

XIII. The Double Object 30 

XIV. The Indirect Object • ... 31 

XV. The Adverbial Object 34 

XVI. The Appositive Element 36 

XVII. Exercises in Syntax 38 

XVIII. Exercises in Analysis 39 

XIX. Subordinate Elements * . 40 

XX. Subordinate Elements — continued . . 41 

XXI. Subordinate Elements — continued . . 43 

XXII. Subordinate Elements — continued . . 45 

XXIII. Exercises in Syntax and Analysis ... 46 

XXIV. Infinitives 47 

XXV. Infinitives — Participial 49 

XXVI. Infinitives — Participial — continued . . 51 

XXVII. Infinitives— Substantive 51 

XXVIII. Infinitives— Attributive 53 



6 Analysis of the English Sentence. 

XXIX. Infinitives — Analysis 54 

XXX. Infinitives — Analysis 55 

XXXI. Infinitives — Analysis 55 

XXXII. The Sentence— Classification 56 

XXXIII. The Sentence — Classification — contin- 

ued 59 

XXXIV. Connectives . . . 60 

XXXV. Analysis— Directions 62 

XXXVI. Some Fragments 64 

XXXVII. Exercises in Analysis 66 

XXXVIII. Exercises in Analysis 67 

XXXIX. Exercises in Analysis 68 

XL. Exercises in Analysis 69 

XLI. Exercises in Analysis . . . 70 

Part Second. 

I. The Noun 85 

II. The Pronoun , 88 

III. The Verb 91 

IV. The Infinitive 97 

V. The Adjective 98 

VI. The Adverb 99 

VII. Connectives . . . 100 

VIII. Exclamatives 102 

Supplement. 

I. Kules for spelling Plurals of Nouns. . . . 103 

II. Uses of Capital Letters — Punctuation. 104 

III. Conjugation 105 



THE ANALYSIS OF THF ENGLISH SENTENCE. 



LESSON I. 

Definitions and Comments. 
To the Teacher. — To undertake to teach this course 
in analysis "without first provoking thought on the 
part of the pupil, will be next to fruitless. The 
teacher is left to his own resources in the matter of 
devices, as he ought to be ; but the definitions that 
follow must be preceded by a clear understanding of 
their meaning, in the mind of every pupil. Some 
time therefore must be given to the first lessons, as in 
these lies the foundation of good work to follow. 
Each successive lesson is built upon the lessons that 
precede it. Hence not clearly to possess the first two 
lessons, is to lack a good foundation. Let the teacher 
select his own device, but let him understand that 
these lessons must be known by the pupil. 

1. A word is the expression of an idea. 

2. An idea is a mind-consciousness or an image of 
a thing, an action, or a relation. 

Ideas of actions and of things are either funda- 
mental elements of thought, or they are ideas related 
to fundamental ideas. Related ideas used in that 
mind-action called thought, or thinking, we may call 
attributive ideas. 

a. An idea is fundamental w T hen it constitutes the 
basic element of a thought. 

b. An idea is attributive when it constitutes the 
secondary element of a thought. 



8 Analysis of the English Sentence. 

3. Thought is that mind-activity which compares 
fundamental and attributive ideas, and notes that 
they agree or disagree. 

4. Judgment is the result of that mind-activity 
called thought. It is the mind-decision as to whether 
the ideas compared agree or disagree. 

a. Every judgment consists of two principal parts, 
namely : 

1. A fundamental idea — the subject of the thought, 
and, 

2. A related, or attributive idea — some attribute of 
of the subject of the thought, together with the mind- 
decision of agreement (or disagreement) between 
these two elements, or parts. 

Note. — These two elements or parts of a judgment may be 
simple, or they may he complex to almost any degree. However 
complex they may he, they are always traceable to the form— 1, 
fundamental idea— subject of the thought, and 2, attributive 
idea — some attribute of the subject of the thought, together with 
the agreement, that is, the mind-decision of agreement, between 
these two ideas. 

LESSON II. 
Subject and Predicate. 

A judgment consists of two parts, namely: 1. 
Fundamental idea the subject of the thought, and, 2. 
Attributive idea — some attribute of the subject of the 
thought, together with the mind-decision of agreement 
between these two ideas. 

1. A sentence is the expression of a judgment. 

Since a sentence is the expression of a judgment, it 
must be the expression of the fundamental idea, and 
the attributive idea together with the expression of the 
mind-decision of agreement between these two ideas. 

In order to be the expression of a judgment, there- 



Subject and Predicate. 9 

lore, a sentence must consist of two principal parts, 
which we may call — 

1. Subject, Latin sub, under, and jecto, throw, hurl, 
etc., here meaning, *• to place under the action of the 
mind." 

2. Prodicate, Latin prae, before, and dico, speak, 
say, declare, assert, here meaning, assert agreement. 

Definitions : — 

1. Subject. — The subject of a sentence is the expres- 
sion of the- fundamental element of a judgment. 

2. Predicate. — The predicate of a sentence is the 
expression of the attributive element of a judgment 
together with the mind-decision of agreement between 
the related idea and the fundamental idea. 

The word that is the expression of the mind -decision 
asserts the agreement betw r een the attributive idea 
and the fundamental idea. 

Illustration. — In the sentence, " Sugar is sw^eet," 
"sugar" is the expression of the fundamental idea, 
and " sweet " is the expression of the attributive idea, 
and "is" is the expression of the mind-decision of 
agreement between those ideas. 

" Sugar" is the subject. It is the expression of the 
fundamental idea. 

" Is sweet" is the predicate. It is the expression of 
the attributive idea, and the assertion of agreement 
between these two ideas. 

Exercise I. — Discuss as above the thoughts ex- 
pressed by the following sentences : — 

1. Summer is passing. 6. I am old. 

2. Man is human. 7. John is young. 

3. Truth is divine. 8. Mary is beautiful. 

4. Music is pleasing. 9. Skating is delightful. 

5. Silence is golden. 10. Seeing is believing. 



10 Analysis of the English Sentence. 

Exercise II. — Write simple sentences like the above, 
using am, is, was, are, were — the various forms of the 
verb "be" — with the following words as subjects: 
memory, platinum, fire, glass, Hercules, Socrates, ap- 
pearances, writing, stealing, trying. 

Note.— In the nature of our language, the sole power to assert 
lies within the province of the verb " be," that is, in the force of 
that verb, with its various forms— am, is, are, was, were. With- 
out the form or the force of this verb, no assertion can be made. 
This verb is not an essential element of thought, but it is im- 
possible, owing to the nature of our language, to make an asser- 
tion without it. 

Note.— Some of the words here chosen to be used as subjects 
may require that the pupil search the reference books, etc. The 
exercise that requires no effort on the pupil's part is valueless. 

LESSON III. 
The Complex Subject and the Complex Predicate. 

You will observe that in Lesson II., we had given 
only the simplest forms of the sentence. These sen- 
tences contain only the simple subject and the simple 
predicate. Every sentence in the English language 
must have a subject and a predicate, either expressed 
or implied . Every sentence ," however long or involved , 
is resolvable into these two parts. 

" The beautiful roses are opening." 

Notice that in the above sentence we have more than 
the simple form, " Eoses are opening." We have used 
" the" to point out particular roses, and " beautiful" 
to express the idea of a quality of roses. The one 
main, or principal, or primary idea is expressed by 
" roses," while two other subordinate related ideas are 
expressed by "the" and " beautiful," respectively. 
We now have the expression not of a single idea alone, 
but of a complex idea. Hence : 



Complex Subject and Complex Predicate. 11 

"The beautiful roses " is the complex subject. It 
is the expression of the complex fundamental idea. 
" Eoses " is the simple subject. It is the expression 
of the simple fundamental idea. The idea expressed 
by " roses " is limited by the idea expressed by " the " 
and qualified by the idea expressed by "beautiful." 
" Washington was then commanding there." 
In the foregoing sentence, notice that we have more 
than the simple form, " Washington was command- 
ing." We have used the words " there " and " then " 
to tell where Washington was commanding and when 
Washington was commanding. We now have more 
than is told by the simple form, "was commanding." 
We have the two related subordinated ideas expressed 
by "there" and "then" added to the simple idea of 
action expressed by "commanding." Hence, in the 
expression, "was then commanding there," we 
have more than a simple idea predicated ; we have a 
complex idea predicated. Hence, "was then command- 
ing there " is the complex predicate. " Was command- 
ing" is the simple predicate. It is the expression of 
the simple attributive idea and the assertion of agree- 
ment. The idea of action expressed by "command- 
ing" is limited by the idea expressed by " there," de- 
noting the place, and also by the idea expressed by 
"then," denoting the time. 

Definitions: — 

1. The Simple Subject of a sentence is the ex- 
pression of the simple fundamental idea. 

2. The Complex Subject of a sentence is the ex- 
pression of the simple fundamental idea together with 
one or more related subordinated ideas that limit or 
qualify it. 

3 The Simple Predicate is that part of the 



12 Analysis of the English Sentence, 

sentence which expresses the single attributive idea 
and asserts the agreement existing between this and 
the fundamental idea. 

4. The Complex Predicate is that part of the 
sentence which expresses the single attributive idea 
together with one or more ideas related and subordi- 
nated to the attributive idea, and also asserts the 
agreement that exists between this attributive group 
of ideas and the fundamental idea. 

In the sentence, " The beautiful roses are opening," 
"The beautiful roses" is the complex subject; it is 
the expression of the complex fundamental idea. The 
idea expressed by " roses" is limited by the idea ex- 
pressed by " the," and qualified by the idea expressed 
by "beautiful." "Are opening" is the simple predi- 
cate ; it is the expression of the single attributive idea — 
an attribute of action — and the assertion of agreement 
between this attribute and its subject. 

In the sentence, — "Washington was then command- 
ing there," "Washington" is the simple subject; it is 
the expression of the simple fundamental idea. "Was 
then commanding there" is the complex predicate. It 
is the expression of the single attributive idea (com- 
manding) together with two ideas related and subor- 
dinate to this attributive idea, and the assertion of 
the agreement that exists between this attributive 
group of ideas and the fundamental idea expressed by 
"Washington." 

Exercise I. — Compose like the above models — 

1. Five sentences having complex subjects. 

2. Five sentences having complex predicates. 

Note : — Let the teacher assure himself that all directions for 
exercises such as the above are thoroughly understood by each 
pupil, and then require each pupil to follow the directions ex- 
actly. 



Analysis and the Diagram. 13 

LESSON IV. 
Analysis and the Diagram. 
Directions. — First read the sentence, then read the 
subject, and then the predicate of each one, of the fol- 
lowing list : — 

1. The green ivy is a dainty plant. 

2. The blue heavens are smiling today. 

3. Ants are the busiest little animals. 

4. The Holy Bible is the Christian's guide. 

5. The "joyous springtime is coming again. 
" 6. Is the procession coming now ? 

7. Lincoln was our mightiest chieftain. 

8. Hope is the good man's inspiration. 

9. Bright fleecy clouds are floating northward. 
10. Is the Jesson very difficult today ? 
Definitions: — 

1. Analysis in grammar is the study of the meaning 
of words, and of the relations existing between the 
different parts of the sentence. 

The word, "analysis," comes from two Greek words, 
namely, "ana," meaning "again," and "luso," mean- 
ing "to set free," "to unbind," or "to separate." 
Hence the definition — "Analysis is the separation of 
a sentence into its parts." 

This literal definition is faulty, to say the least, for 
hardly is there, in any sense, a "separation of the sen- 
tence into its parts." True analysis is merely and only 
a study of the meaning of the words, and of the rela- 
tions existing between the different parts of the sen- 
tence. 

2. A diagram is a picture by which we may hold 
before the eye the groups of words in a sentence which 
express related ideas. 

Note 1.— Some grammarians have abandoned and pronounced 



14 Analysis of the English Sentence. 

against the use of the diagram. We, however, regard it as a 
mere device by which the pupil may be assisted in seeing rela- 
tions. The diagram is like the figure used in demonstrating a 
difficult problem in arithmetic ; it is merely a device. 

Note 2.— Analysis and the diagram are not an end, but a 
means, in the study of language. Both are subservient to the 
one purpose— to enable the student to secure a complete pos- 
session of the author's thought as expressed in the sentence, 
through a clear perception of the exact relations of the parts of 
the sentence. 

Note 3.— In every exercise in analysis, let it not be forgotten 
that the thought lies couched in the sentence, and that the 
analysis, and the diagram, if used, are both simply a means of 
reaching and possessing the thought. Many teachers fail to 
inspire within the pupil a love for the study of grammar, because 
they fail to realize this truth. 

LESSON V. 

The Nominative Attribute.* 

An attribute (Latin, ad, to, or toward, and tribuo, 
give, assign, pay) is that which may be assigned to, 
or which belongs to a thing. 

" Nominative" (Latin, nomen, name, or nomino, I 
name) means " pertaining to that which names." In 
grammar, the term " nominative " is used with refer- 
ence to the noun, or substantive substitute, used to 
express the fundamental element of a judgment. 

The Nominative Attribute is, therefore, some at- 
tribute of the person or thing named by the subject, 
between which and the subject the predicate verb 
asserts agreement. 

In the sentence, " Henry is a shoemaker," " shoe- 
maker," is the complement of the predicate ; and 
since it is the expression of an attribute of the 
person named by the subject word (Henry), it is a 
" nominative attribute." 

In the sentence, ''The day is beautiful," " beauti- 



The Nominative Attribute. 15 

ful " is the complement of the predicate ; and since it 
is the expression of an attribute of the thing named 
by the subject (day), it is a "nominative attribute. " 

In the sentence, " Summer is passing, " "passing " is 
the complement of the predicate ; and since it is an at- 
tribute of the thing named by the subject (summer) , 
it is a " nominative attribute/' 

Hence, from the nature of the attribute as above 
illustrated, we observe that there are three kinds, 
namely : 

1. Substantive Attribute, — the use of a noun as 
nominative attribute, to tell what the thing named by 
the subject is, or is supposed to be. 

2. Attribute of Quality, — the use of an adjective as 
nominative attribute, to express some quality of the 
person or thing named by the subject. 

3. Attribute of Action, — the use of an infinitive as 
nominative attribute, to express the idea of some ac- 
tion of or upon the person or thing named by the sub- 
ject. 

Note 1. — Of the above, the first is called, by most grammarians, 
the " predicate noun," and the second, the " predicate adjective." 
The third must be called the " predicate infinitive;" because it 
must have a name in the same category. # 

Note 2.— The word "passing" is an infinitive. It is the ex- 
pression of an idea of action without a governing word. 

In the predicate of the sentence, "The summer is 
passing," "passing" is the expression of the idea of 
an action without the limitation of the "person and 
number of its subject." Hence, passing is an infini- 
tive. In the same sentence, " is" (a form of the verb 
" be ") is limited by the " person " and " number " of 
its subject, and is therefore, the verb of the predicate. 

Exercise I. — Write four sentences using nouns as 
Attribute Complements. Write four sentences using 



16 Analysis of the English Sentence. 

adjectives as Attribute Complements. Write four 
sentences using ing-infinitives as Attribute Comple- 
ments. 
Exercise II. — Analyze the following sentences : — 

1. The November rain is quietly falling. 

2. Springtime sunshine is always very welcome. 

3. The Great Sahara is a vast sandy desert. 

4. The enemy's hosts are swiftly approaching. 

5. Are you going away today ? 

Exercise III. — Write similar sentences, using the 
following words as attribute complements : — singing, 
entrancing, musician, philosopher, radiant, pictur- 
esque. 

Note. — Let the sentences "be the expression of true and worthy- 
thought. 

LESSON VI. 

The Nominative Attribute — Continued. 

There is another class of verbs that have the power, 
in a certain use, to assert the agreement between the 
fundamental, and the attributive elements of a judg- 
ment. These verbs, however, assert with the power of 
the verb "be." But instead of asserting the agreement 
as a positive fact, they rest the degree of certainty of 
agreement upon the determining power of one or more 
of the special senses. 

The special senses are the avenues by which the soul 
within us receives ideas of sight, sound, taste, smell, 
and touch from the outer world. The verbs "looks," 
"sounds," "smells," "tastes," and "feels" are used to 
assert attributes depending for their certainty as such, 
upon the senses, respectively. 

In the sentence, — "The elephant looks unwieldy," 
"looks" asserts the agreement between the ideas ex- 



The Nominative Attribute. 17 

pressed by "elephant" and "unwieldy," not as a posi- 
tive fact, but as a fact depending for its degree of cer- 
tainty upon the sense of sight. 

Such is the real nature of the assertions made by all 
of the foregoing "verbs of sense," or "sense verbs." 

These same verbs are sometimes used with the full 
force of "attributive verbs." Then they are treated 
as other transitive or intransitive verbs. (The verb 
will be treated more fully in succeeding lessons.) 

Exercise. I. — Analyze the following sentences, and 
give a full and close discussion of the nature and 
power of the verbs used : — 

1. The Bengal tiger looks very ferocious. 

2. That young man's voice sounds very familiar. 

3. Those rosy apples taste delicious. 

4. The Lily of the Valley smells fragrant. 

5. New silken velvet feels quite smooth. 

Study out the nature and use of the words "very" 
and "quite" in the above sentences. 

Exercise II. — Compose five sentences using the same 
verbs, but selecting other subjects and attributes. 

The sentences above are similar in structure to 
those given in Lesson IV. They differ mainly in the 
nature of the thought found in the peculiarity of the 
verb ; that is, in the nature of the assertion, 

LESSON VII. 
The Nominative Attribute. — Continued. 
The words "seems" and " appears " are used also 
to assert agreement between the fundamental and the 
attributive elements of a judgment. They differ in 
nature from the list in the preceding lesson, in that 
they seem to depend for the certainty of the agree- 
ment they assert, not on any one special sense, but 

—2— 



18 Analysis of the English Sentence. 

upon a partial conclusion resulting from the exercise 
of several or all of the senses. Possibly " appears " is 
related in meaning to the verb " looks " in the list 
given in Lesson VI. 

There are many attributive verbs (See Outlines of 
the Verb) that are also used to assert agreement. 
These are verbs that are usually intransitive. When 
used in this assertive, or " copulative " way, they may 
at the same time retain much of their force as at- 
tributive verbs. Yet their special value in this use is 
to assert the agreement between the attribute and its 
subject. Many verbs used in this way signify con- 
tinuance or progress. 

In the sentence, u The boy becomes a man/' " be- 
comes " indicates the progress of the person named 
by the subject (boy) toward or into identity with the 
condition or state expressed by the attribute, 
'"man." In structure, the above sentence is like the 
sentence, " The boy is a man." This latter sentence 
is not true, in the nature of things, as the funda- 
mental idea expressed by " boy " cannot be identical 
with the attributive idea expressed by " man," except 
in the exercise of " poetic license." The two sen- 
tences differ in real meaning. In the first sentence, 
the verb " becomes" denotes the progress of the fun- 
damental idea expressed by "boy" toward or into 
identity with the attributive idea expressed by 
"man." 

Exercise I. — Compose four sentences using the 
verbs "seems" and "appears" in the sense above 
described. 

Exercise II.— Analyze the following sentences, and 
closely discuss the meaning of the verbs, and their 
force, in this use : — 



Attributive Verb in Predicate. 19 

1. They departed yesterday fast friends. 

2. They returned today mortal enemies. 

3. Raleigh became Elizabeth's favorite. 

4. That pupil remains standing. 

5. Her name continues spotless. 

6. He lives beloved. 

7. Sir Philip Sidney died a hero. 

8. Christ was a mighty CDnqueror. 

9. My beloved mother grows feeble. 

10. Washington became a great general. 

Note.— Still another phase of the Nominative Attribute will be 
considered hereafter in connection with the passive voice of cer- 
tain transitive verbs. 

LESSON VIII. 
The Attributive Verb in Predicate. 
The Attributive Verb is of a two-fold nature. 
By it we may express an attribute of action, and also 
assert the agreement existing between this attribute 
and the subject or the subjective recipient of the 
action. 

Attributive Verbs are of two kinds by nature : 

1. Intransitive, expressing an attribute of action 
that is not received by some object, and asserting the 
agreement between this attribute and the subject ; 
and, 

2. Transitive, expressing an attribute of action 
that is received by some object, and asserting the 
agreement. 

In the sentence, "The pupils study," " study " 
equals " are studying," in force of expression, the ing- 
infinitive expressing the attributive idea (action) , and 
the verb " are" (a form of the verb " be ") asserting 
the agreement between this attribute and its subject. 



20 Analysis of the English Sentence, 

Note 1. — In stating that the verb " study " equals the expres- 
sion " are studying,'* we mean merely to show the force of the 
verb " study." Such verbs have the power to express ideas of ac- 
tion as attributes of the subject, and to assert the agreement be- 
tween these attributes and the subject. 

Note 2. — Every attributive verb has this double nature, or 
power— that of expressing an idea of action as an attribute of its 
subject, and of asserting the agreement between this attribute 
and its subject. 

In this lesson we shall discuss only the intransitive 

verbs. 

Note 3. — All such verbs as "runs," "flies," "swims," etc., are 
of this two-fold nature, thus; "runs" equals "is running," 
"flies" equals "is flying," "swims" equals "is swimming," 
etc. — each having the power to express an idea of action by the 
ing-inflnitive, and to assert the agreement between this attribute 
of action and the subject, by the power of the verb " be." 

Exercise I. — Write twenty attributive verbs that 
are intransitive. 

Exercise II. — Analyze the following sentences, ac- 
cording to the subjoined model. 

" The beautiful humming-bird flies swiftly." 
The beautiful humming-bird" is the complex sub- 
ject ; it is the expression of the complex fundamental 
idea. 

" Humming-bird " is the simple subject ; it is the ex- 
pression of the simple fundamental idea. 

The idea expressed by "humming-bird" is limited 
by the idea expressed by " the," and qualified by the 
idea expressed by " beautiful." 

" Flies swiftly" is the complex predicate ; it is the 
expression of the complex attributive idea together 
with the expression of the mind-decision of agree- 
ment. 

" Flies " is the simple predicate. 

The idea of action expressed by " flies" (flying) is 



Attributive Verb in Predicate. 21 

qualified by the idea expressed by " swiftly," denoting 
the manner of the flying. 

1. The beautiful humming-bird flies swiftly. 

2. The loud-mouthed cannon boom defiantly. 

3. The ocean waves dash tumultuously. 

4. The stately ship sails gallantly away. 

5. The defeated army retires reluctantly. 

6. The winter wind howls dismally. 

Exercise III. — Compose five sentences using in- 
transitive verbs, with only simple word modifiers. 

LESSON IX. 
The Attributive Verb — Continued. 

The Transitive Attributive Verb expresses an 
idea of action that is received by some person or thing, 
and asserts the agreement between this idea of action, 
as an attribute, and its subject. 

The Transitive Attributive Verb expresses an 
idea of some action of its subject that is shown to be 
received by some object, or it expresses the idea of an 
action of some other agent which has been received 
by its subject. 

Hence, a Transitive Attributive Verb is — 

1. "Active/ 7 when it expresses the idea of some ac- 
tion of its subject that is received by some object ; or 

2. " Passive/' when its perfect infinitive expresses 
an idea of action that has been received by its subject 
from some other agency. 

In the sentence, "The wind shook the trees/' 
" shook" (was shaking) expresses an idea of action of 
its subject, that is seen to be received by the object, 
" trees ;" " shook " is therefore, a transitive attribu- 
tive verb in the active voice. 

In the sentence, "The trees were shaken by the 



22 Analysis of the English Sentence. 

wind," " were " asserts the action expressed by " sha- 
ken " as received by the subject, " trees," from the 
agent, "wind." "Were shaken," therefore consti- 
tutes a transitive attributive verb in the passive voice. 

Exercise I. — Write a list of twenty transitive attri- 
butive verbs. 

Exercise II. — Write ten sentences using the transi- 
tive attributive verb in the active voice. 

Exercise III. — Write the same sentences again with 
the verb in the " passive voice." Note what becomes 
of the former object that received the act, and of the 
former subject. 

Exercise IV. — Analyze the following sentences ac- 
cording to the subjoined model : — 

1. John writes letters. 

2. The good boy loves his mother. 

3. The careless maid spilled the milk. 

4. British soldiers burned Washington City. 

5. The Americans defeated the Hessians. 

6. The sun softens the snow. 
Model :— 

"John "is the subject; it is the expression of the 
fundamental idea. 

" Writes letters " is the complex predicate ; it is the 
expression of the complex attributive idea, and the 
assertion of agreement between this complex idea and 
the fundamental idea. 

" Writes " is the simple predicate. 

The idea of action expressed by " writes" (writing) 
is limited by the idea expressed by " letters," denoting 
the direct recipient of the action. It is a direct object ; 
it receives the action directly from the subject. 

Note. — In truth, the " activity " or the " passivity," in the real 
sense, is in the subject— is in the fundamental element of the 



The Objective Attribute. 23 

judgment, and not in the verb at all The verb, however, is 
changed in form when the idea of the objective recipient of the 
action is made to be the fundamental element of the judgment, 
and vice versa. And, because the verb undergoes this change in 
form, grammarians see fit to discuss the "Active Voice" and the 
" Passive Voice " of the Verb. 

LESSON X. 

The Objective Attribute. 

In the sentence, " AVe made her happy ," " happy " 
is a basic element of the direct object : it expresses 
an attribute of the person named hy " her " — an attri- 
bute of quality. At the same time, " happy " is the 
expression of an essential part of what is predicated. 
It is an attribute not of the subject, "we," but of 
"her," the objective recipient of the action. There- 
fore, it is an objective attribute, and this objective at- 
tribute is the result of the action of the persons desig- 
nated by the subject, "we," upon the person named 
by the word " her." 

In the sentence, " They made him write," "write" 
is a basic element of the direct object. It is the ex- 
pression of an attribute of action. At the same time, 
the idea expressed by " write" is an essential part of 
what is predicated. It is an attribute not of the sub- 
ject, " they," but of the objective recipient of the ac- 
tion " him." It is therefore an objective attribute, 
and this objective attribute is the result of the action 
of the persons named by the subject, " they," upon 
the person named by the object " him." 

In the sentence, "They elected McKinley Presi- 
dent," " President" is a basic element of the direct 
object. It is the expression of an attribute of the 
person named by " McKinley," a substantive attribute. 
At the same time, " President " is the expression of 



24 Analysis of the English Sentence. 

an essential part of the thing predicated. It is an at- 
tribute not of the subject, " they/ 7 but of " McKin- 
ley," the objective recipient of the action. It is the 
result of the action of the persons designated by 
" they/' upon the person named by " McKinley." 

In the above sentences we have observed that the 
objective attributes may be : 

1. An Adjective, " We made her happy " 

2. An Infinitive, " They made him write." 

3. A Noun, They elected McKinley President. 
Exercise I. — Write ten sentences to illustrate the 

objective attribute. 

Exercise II. — Analyze the following sentences ac- 
cording to the model given below : — 

1. They named him John. 

2. I called him father. 

3. The king dubbed him knight. 

4. The grass made the field green. 

5. They appointed her uncle guardian. 
Model :— 

" They chose her queen." 

"They" is the subject ; it is the expression of the 
fundamental idea. 

"Chose her queen" is the complex predicate; it is 
the expression of the complex attributive idea, and of 
the mind-decision of agreement between these two 
ideas. 

"Chose" is the simple incomplete predicate; it is 
completed and limited by the double idea expressed 
by "her queen," the double object. "Her" desig- 
nates the direct recipient of the action, and " queen " 
is the expression of the idea of the new attribute of 
" her," as a result of the action. 

Note.— The double object is a simple element, yet it is of a double 



The Objective Attribute. 25 

nature. It is not double in the sense of being compound, but in 
constituting a complete objective element only in the use of the 
two parts together. It is properly called " double object," as it 
is a distinct element of neither a complex nor a compound na- 
ture. " Complex element " implies a basic element qualified or 
limited by an element or elements subordinate in rank to the 
basic element. " Compound element " implies two or more 
elements of the same rank used co-ordinately and co-joined. 
The element under consideration is unlike either of these. It is 
simply double in its nature, though a simple element. Hence 
it is properly called " double object." 

In the sentences given above such verbs as " make," 
"call," "choose," "elect," etc., are used. Such verbs 
in the active voice, are usually followed by the double 
object; that is, the direct object and some attribute 
of the direct object used together as one element. 

In each of the foregoing sentences, the objective 
attribute is the result of some action of the person 
named by the subject upon the person named as re- 
ceiving the action. On this account, some gram- 
marians have called the " objective attribute " the 
"resultant object." Others, because the objective 
attribute is an essential part of the thing predicated, 
and is therefore a complement of the predicate, have 
called it the " objective complement." Still others, 
because this element follows verbs of making, calling, 
choosing, electing, etc., have called it the " factative 
object," from the Latin verb, facio, to make. 

However, none of these names properly designate 
the element under consideration ; for these names 
apply to only one of the two inseparable parts of the 
element. We should call it the double object : as it 
consists of the direct object and the objective attri- 
bute. 



26 Analysis of the English Sentence. 

LESSON XI. 
The Objective Attribute— Continued. 

There are various kinds of verbs used in predicate 
which take the double object. In the case of the 
nominative attribute, not only are the pure copula- 
tive verbs used to make the assertions of agreement, 
but a long list of verbs more or less removed from the 
nature of the pure copulative verbs are used, also ; as, 
for instance, "the verbs of sense. " 

In the study of the English language we frequently 
encounter such expressions as these: — "We thought 
him wise/' "We considered it a safe venture." They 
saw him fall," etc., etc. We see in these expressions 
some likeness in use to the verbs "appears," "seems," 
etc. ; that is, we note a strong similarity between the 
nature of verbs used to assert agreement where we 
gave special notice to the nominative attribute and 
that of the verb used to make assertions in sentences 
in which the objective attribute occurs. In the latter 
case, we note that not only are pure factative verbs 
used to predicate, but also a long list of impure facta- 
tive verbs ; that is, of "verbs of mental action." 

The verbs, "consider," "saw," "thought," etc., are 
properly called "verbs of mental action," by Latin 
grammarians. We may then make the statement 
that — "factative verbs" and "verbs of mental action" 
express ideas that maybe limited by the double object. 

We have seen that there are, from their nature, three 
kinds of nominative attributes, namely : (1) Substan- 
tive, (2) Adjective, and (3) Infinitive. 

When we examine the objective attribute, we note 
that, from their nature, there are likewise three kinds r 
namely: (1) Substantive, (2) Adjective, and (3) In- 
finitive. 



The Objective Attribute. 27 

Note — Some authors regard the objective attribute as a con- 
tracted clause, objective. It is true that this element may be ex- 
panded, generally, into a clause; still we prefer to regard it as a 
distinct element. Expansion may indeed assist in making the 
meaning clearer, yet such expansions usually result, at best, in 
a bulky, clumsy form of expression. 

Exercise I. — Write ten sentences in which the 
double object occurs, using the following verbs : Call, 
elect, choose, appoint, consider, suppose, believe, think, 
see, hear. 

Exercise II. — Analyze the following sentences ac- 
cording to the subjoined model : — 

1. Santa Claus makes the children happy. 

2. The setting sun makes the sky crimson. 

3. David struck Goliath dead. 

4. He baked the bread brown. 

5. We supposed him a thief. 

6. Our forefathers elected Washington the first 
President. 

7. They painted the shutters green. 

8. The teacher made the boy study. 

9. Eene thought the young sultan an Arabian story- 
teller. 

10. We pronounced his course wisely chosen. 
Model :— 

" We elected Mary queen.' ' 

"We "is the subject; it is the expression of the 
fundamental idea. 

" Elected Mary queen" is the complex predicate ; it 
is the expression of the complex attributive idea to- 
gether with the expression of the mind-decision of 
agreement between this attributive idea and the 
fundamental idea. 

"Elected" is the simple predicate; the idea of ac- 
tion expressed in "elected " is limited by the double 



28 Analysis of the English Sentence. 

idea expressed by "Mary queen," a double object. 
" Mary "■ denotes the direct recipient of the action of 
electing, and " queen" denotes the result of the act of 
electing. 

LESSON XII. 
The Nominative Attribute. 

In the preceding lesson, you will note that the verb 
is used only in the active voice, the verb in each sen- 
tence being transactive. In this lesson, we shall ex- 
amine the same verbs in the passive voice, and as well 
the consequence of the change from the active voice 
to the passive voice on the objective attribute and also 
on the entire double object. 

In the sentence, "We elected Mary queen," let us 
put the verb in the passive voice. As explained in the 
discussion of the transitive attributive verb, in a for- 
mer lesson, the former objective recipient of the ac- 
tion now becomes the subject of the verb, thus : 

" Mary was elected queen (by us) ." 

Note that the former subject is now, as before, the 
agent of the action of electing, but not the subject of 
the verb. "Mary "is the expression of the funda- 
mental idea, and "queen," now, as before, is the ex- 
pression of an attribute of the person named by 
"Mary." But, as "Mary" is now the subject of the 
verb, that is, nominative, "queen" is no longer the 
expression of the objective attribute, but of an attri- 
bute of the subject nominative ; that is, a nominative 
attribute. (See Lesson V. on the Nominative Attri- 
bute) . 

The verb " was elected " not only asserts the agree- 
ment of this attribute and its subject, by the power of 
the verb "was" (form of the verb "be"), but desig- 



The Nominative Attribvte. 29 

nates " by " elected," the process by which " Mary" 
became possessed of the new attribute expressed by 
" queen." 

Exercise I. — Write ten sentences using those verbs 
that take the double object, in the active voice, but 
changing the sentences so that the verb is in the pas- 
sive voice. 

Exercise II. — Analyze the following sentences ac- 
cording to the model given below : — 

1. Hamlet was considered insane. 

2. Washington Irving was chosen ambassador. 

3. Captivity was led captive. 

4. His enemy was struck dead. 

5. The idle pupil w r as made work. 

6. Julius Csesar was hailed emperor. 

7. Victoria was crowned queen. 

8. I was summoned a witness. 

9. The Jews were carried away captive. 
10. The ship was anchored safe. 
Model :— 

" John was chosen captain." 

" John " is the subject; it is the expression of the 
fundamental idea. 

" Was chosen captain " is the simple predicate ; it is 
the expression of the simple attributive idea (captain) , 
and the assertion of agreement. "Was" is the ex- 
pression of the mind-decision of agreement. "Chos- 
en " is the expression of the idea of the process by 
which " John" became possessed of the new attribute 
expressed by "captain." 



30 Analysis of the English Sentence. 

LESSON XIII. 
The Double Object. 

In connection with this subject, we wish to consider 
such expression as the following : 

" We supposed him to be scholarly." 

In this sentence, "to be" is an infinitive — a frag- 
ment resulting from the contraction, or abridgement, 
of the objective clause. In the entire list of sentences 
given in Lesson XL, the " objective attribute " is the 
final fragment resulting from this contraction, or 
abridgement, of the objective clause, and each maybe 
considered the complement of the " Infinitive with 
subject accusative," which occurs so frequently in the 
Latin "oratio obliqua" — indirect discourse. In all 
such cases, frequently occurring in the English, also, 
the attribute, whether substantive, adjective, or in- 
finitive, is the essential result of the contraction, and 
this part especially deserves consideration. 

Whether this infinitive expression be short or long, 
it, taken with the real attribute of the object, forms 
essentially, the attributive part of the double object. 

Exercise I. — Study and analyze the following sen- 
tences according to the models given in Lesson XL, 
and XII :— 

1. The teacher thought the idea to be foolish. 

2. The soldiers thought retreating to be surrender- 
ing. 

3. Napoleon thought to retreat to be to surrender. 

4. Imagination makes a mole-hill a mountain. 

5. The boy's fancy makes the broomstick a real pony. 

6. Many stars are supposed to be suns. 

7. The lesson was thought to be difficult. 

8. The lazy pupil believed the lesson to be difficult. 



The Indirect Object 31 

9. Too great prosperity makes a strong nation weak. 
10. Americans call New York the Empire State. 

LESSON XIV. 
The Indirect Object. 

"Verbs of giving" may take two objects, one a di- 
rect object, and the other an " indirect object." The 
person or thing to which, and sometimes for which, a 
thing is given, or done, is the indirect recipient of the 
act of "doing," or " giving," and is on that account 
an " indirect object." 

In the sentence, "Mary gave her mother a book," 
" Mary" did not give her mother, but "Mary" gave a 
"book" to her mother. "Book" is the name of the 
direct recipient of the act of giving — the direct object ; 
while " mother" is the name of the indirect recipient 
of the action — the indirect object. 

In the sentence, " Mary works for the society," " so- 
ciety" is the name of the indirect recipient of the 
action expressed by " works." 

" The " indirect object" is called by some gramma- 
rians the " dative objective," from the fact that the 
" verbs of giving" in the Latin language, take the 
" dative case " meaning the person " to or for " which 
a thing is given or done. The "dative case" of the 
Latin corresponds to the "indirect object," or the 
"dative object" of the English language. 

Note.— Much difficulty is encountered "by young students in 
discriminating between the " indirect object " and the " adverb 
of purpose " when "for" is used to show the relation between the 
" related idea " and the idea of action which the indirect object 
limits. 

In the sentence, " I wrote a message for my sister." 
"sister" is the " indirect object" when it means " I 



32 Analysis of the English Sentence. 

wrote a letter instead of my sister" — that she might 
not have to write it. In another meaning, the phrase 
" for my sister" is an adjective element. 

In the sentence, " I wrote a letter to my sister," " to 
my sister " is an ad jective phrase element resulting 
from the contraction of the clause " which was ad- 
dressed to my sister." 

In the sentence, " I sent a letter to my sister," " to 
my sister" is a pure adverb of place, telling where I 
sent my letter. 

In the sentence, " I gave my sister a letter," " sis- 
ter " is a purely " dative " or " indirect " object ; it is 
the name of the indirect recipient of the act of giving. 

Note. — The shades of meaning expressed in the above sentences 
are not easily discerned by the average young student. Hence, 
some grammarians prefer to class all forms of the " indirect ob- 
ject," except those that follow the pure verbs of giving as adver- 
bial elements. Nevertheless they are not purely adverbial, and 
careful discrimination here will conduce to greater ability on 
the student's part to penetrate into and grasp the meaning of 
the subtle expressions of our abler writers. 

Exercise I. — Analyze according to the model, the 
following sentences : — 

1. He giveth rain to the parched ground. 

2. They offered Caesar the crown. 

3. John spoke to me. 

4. He giveth his beloved sleep. 

5. The children gave me a beautiful bouquet. 

6. The three witches gave Macbeth a delusive an- 
swer. 

7. They paid the man his wages. 

8. Dorcas gave clothing to the poor. 

9. " Will he give him a stone ? " 
10. I gave the beggar some bread. 



The Appositive Element. 33 

Model : — 

" You gave him a dollar." 

"You" is the subject; it is the expression of the 
fundamental idea of the judgment. 

" Gave him a dollar " is the complex predicate ; it is 
the expression of the complex attributive idea and the 
assertion of agreement between this complex idea and 
the fundamental idea. 

" Gave " is the simple predicate ; the idea of action 
in " gave " -(giving) is limited by the idea expressed by 
" him," denoting the indirect recipient of the action— 
"indirect object." The idea of action in "gave" is 
further limited by the idea expressed by " dollar, "de- 
noting the direct recipient of the action — " direct ob- 
ject." The idea expressed by "dollar" is limited by the 
idea expressed by "a," denoting, in a general way, one. 

In analysis, no word can limit another word. The 
relations to be studied exist betw r een the ideas ex- 
pressed by the w T ords, and not between the words. 
The word is a form complete in itself. The idea is a 
mind-impulse, or impression that may be limited, qual- 
ified, or intensified by the close relation of other mind- 
impulses. 

Teachers as well as students are prone to deal alone 
with the word, the form, and suffer themselves to lose 
sight of the meaning, the content ; and therefore our 
work in analysis, which should be a study of relations 
existing between ideas, resolves itself into a mere 
formality, and speedily becomes mechanical, and is 
thus robbed of the magnificent possibility of culture 
it presents, by losing sight of the content, in an idle 
struggle with the forms of our language. 

Some verbs otherwise intransitive may take the in- 
direct object. 



34 Analysis of the English Sentence. 

Exercise II. — Write ten sentences to illustrate the 
" indirect object," selecting for part of the list some 
other verbs than the pure " verbs of giving" — " dative 
verbs." 

LESSON XV. 
The Adverbial Object. 

Still another kind of element in the English 
language deserves special attention. This element 
may be called the " objective adverb," or the " ad- 
verbial object." 

This element has to the idea of action, which it 
limits, scarcely the relation of a real object. It is 
closely allied to the ordinary adverbial element. Still 
it has a peculiar form and significance. Probably the 
best reason for calling it " objective " at all is, that it 
corresponds to that use of the "accusative" case 
(objective) in the Latin, to denote "duration of 
time " and " extent of space." 

In the sentence, " He walked a mile," " a mile " is 
the expression of the idea of distance — "extent of 
space " — he walked. " Mile " may, in a very doubtful 
sense, denote the recipient of the action expressed in 
"walked" (walking), and thus lay claim to the 
"objective case." 

In the sentence, "The President receives fifty 
thousand dollars a year," " a year " is the expression 
of the idea of the " duration of time " of the service 
for which the President receives fifty thousand dol- 
lars. The idea of an "objective" in any sense, is 
still less easily discernable in this sentence. Yet it is 
of that group of elements that are called, and should 
be called, the "adverbial object." 

In the sentence, " I gave him a dollar a bushel for 



Exercises in Analysis, 35 

his wheat, " " a bushel " is the expression of the idea 
of " extent of space " — the measure of a dollar's worth 
of wheats This element is called the " adverbial 
object." 

The foregoing examples, however, are not purely 
adverbial, nor are they purely objective. They occupy 
the middle ground between the " indirect object " and 
the purely adverbial element. The old Latin writers 
gave the basic noun of such elements the accusative 
case form. "And this may be the best reason for using 
the term " objective " to designate them. They form 
a peculiar group, and therefore should have a designa- 
tion separate from the pure objectives, as well as also 
from the pure adverbials. We believe that this notion 
justifies the name " adverbial object." 

Exercise I. — Analyze according to the model, the 
following sentences : — 

1. Raleigh was a prisoner twelve years. 

2. Congressmen receive five thousand dollars a year. 

3. I paid the seamstress a dollar a spool. 

4. The wheat cost a dollar a bushel. 

5. James receives a dollar a day. 
Model :— 

" Jacob served Laban seven years." 

" Jacob " is the subject ; it is the expression of the 
fundamental idea. 

" Served Laban seven years" is the complex predi- 
cate ; it is the expression of the complex attributive 
idea, together with the mind-decision of agreement 
between this complex idea and the fundamental idea. 

" Served " is the simple predicate; the idea of ac- 
tion expressed by " served " (serving) is limited by the 
idea expressed by " Laban," denoting the person who 
was the direct recipient of the action — " direct object." 



36 Analysis of the English Sentence. 

The idea of action expressed by " served-" is further 
limited by the^ idea expressed by "seven years," de- 
noting the " duration of time" of the service—" ad- 
verbial object." 

Exercise II. — Illustrate the Adverbial Object with 
ten original sentences. 

LESSON XVI. 
The Appositive Element. 

The word " appositive" (Latin ad, to, and pono, to 
place, or put), means "applied to," or "placed near 
by." This name has been given to those nouns that 
are used to designate definitely the person or thing 
named, by telling the trade, calling, or profession, or 
some well known peculiarity, trait, or characteristic 
of the person or thing named. 

Some grammarians happily call this element an 
" explanatory modifier." 

In the sentence, " Peter the hermit resembles Peter 
the Apostle," " hermit " and " Apostle "clearly desig- 
nate the two persons named by expressing the idea of 
the peculiar habit of the one, and the special endow- 
ment of the other. The appositive element simply 
expresses in a specific way what person or thing is 
meant by the noun to which it is apposed. 

To call the appositive an "explanatory modifier" 
would necessitate giving it a special class name as a- 
subordinate element in sentence-construction. Then 
it will not be "by apposition in the same case," as 
that would rank a subordinate element with an ele- 
ment to which it is subordinate. 

The appositive noun is purely descriptive in its use. 
The expression, " John the blacksmith," unquestiona- 



Exercises in Analysis. 37 

bly means " the blacksmith John," and no other 
"John." 

The appositive lies, as an element, between the noun, 
in its plain use as a noun, and the descriptive adject- 
ive. The " case " of the appositive may or may not be 
noted, as the " case" does not designate the real rela- 
tion of such nouns to the nouns to which they are ap- 
posed. If the "case " be noted at all, it is just as well 
to call it the " appositive case," for the relation is the 
really significant thing. 

English grammarians speak of the "appositive" as 
being " by apposition in the same case " as the noun 
to which it is apposed. This, so far as we are able 
to determine, is based on no better foundation than 
that in the Latin, such nouns agree in case-form with 
the nouns with which they are so used. This means 
simply a subjection to form. Every Latin student 
knows, that we might call the Latin adjectives " appos- 
itives," and place them, "by apposition in the same 
case" for the same reason. 

Exekcise I. — Analyze the following sentences ac- 
cording to the model : — 

1. Whittier, the Quaker Poet, wrote " Snow-bound." 

2. Americans revere the name, "Washington." 

3. Mohammed the prince became Mohammed the 
sultan. 

4. Dickens, the novelist, visited America. 

5. Raleigh, the courtier, became Elizabeth's favorite. 
Model :— 

"Lincoln, the martyred President, was once a rail- 
splitter." 

"Lincoln, the martyred President," is the complex 
subject ; it is the expression of the complex funda- 
mental idea. 



38 Analysis of the English Sentence, 

" Lincoln " is the simple subject. The idea ex- 
pressed by "Lincoln" is limited by the complex ap- 
positive idea expressed by " the martyred President," 
denoting what Lincoln is meant. " President" is the 
expression of the basic appositive idea. The idea ex- 
pressed by "President" is limited by the idea ex- 
pressed by "the," and qualified by the idea expressed 
by "martyred." 

(The analysis of the remaining part of the sentence 
has already been learned in connection with the study 
of the Nominative Attribute.) 

Exercise II. — Illustrate the Appositive Element 
with ten original sentences. 

LESSON XVII. 
Exercises in Syntax. 

The word " syntax" comes from two Greek words — 
syn, together, and tasso, to arrange. 

The word "composition" comes from two Latin 
words — com, from cum, through con, together, and 
pono, to place. 

Exercise I. — Write ten sentences to illustrate the 
nominative attribute. 

Exercise II. — Write ten sentences to illustrate the 
direct object. 

Exercise III. — Write ten sentences to illustrate the 
double object. 

Exercise IV. — Write ten sentences to illustrate the 
indirect object. 

Exercise V. — Write ten sentences to illustrate the 
adverbial object. 

Exercise VI. — Write ten sentences to illustrate the 
appositive element. 



The Adverbial Object 39 

Note.— Try in the above exercises to make your sentences the 
expression of more than a trifling thought. Try to call up from 
your knowledge of history or literature some thought worth 
expressing, to illustrate your point. Thus the exercise may be 
made more valuable. 

LESSON XVIII. 

Exercises in Analysis. 

The word " analysis " comes from two Greek words 
— ana, again, and lyso, or luso, to unbind, to loose, 
to set free. * Hence the old definition, " Analysis is the 
separation of a sentence into its parts." However, 
the name "analysis" but poorly designates the real 
process of analysis in the best sense. 

The study of the meaning of words and their rela- 
tions to each other in the sentence, is what should be 
comprehended in the term. Scarcely can we see how 
in any way, we " separate the sentence into its parts." 

Analyze the following sentences according to the 
models already learned : — 

1. They pronounce him a traitor. 

2. The house was neatly furnished. 

3. This bud will become a beautiful flower. 

4. The spring freshets were very disastrous. 

5. Summer brings us many pleasures. 

6. " Evil communications corrupt good manners." 

7. The soldier considered himself a good marksman. 

8. The pupils obeyed the teacher's directions. 

9. Eobert Burns, the poet, was a Scotchman. 

10. " Each morning sees some task begin." 

11. The news-boy sold me a paper. 

12. Gladly the martyr laid down his life. 

13. The December snows hide the fallen leaves. 

14. The bitter blasts chill the delicate flowers. 

15. A noble purpose keeps us happy. 



40 Analysis of the English Sentenc j . 

16. They made the battlefield gory. 

17. Seeing is believing. 

18. To see is to believe. 

19. Man is human. 

20. To forgive is divine. 

Note. — In the third sentence, "will" is a tense auxiliary. It 
is used to assist in expressing the time, with reference to the 
present, of the development of the idea expressed "by the subject 
noun into the condition expressed by the nominative attribute. 

Note. — The infinitives in the 17th, 18th, and 20th sentences are 
pure nouns so far as their relation to the other parts of the sen- 
tence is concerned. They should be disposed of as mere nouns, 
and only the peculiarity of the ideas expressed by them needs 
special notice. This is the key to the disposition of all infinitives 
when used as pure nouns. 

LESSON XIX. 

Subordinate Elements. 

the adjective word-element. 

The Adjective Word-element has already received 
some attention. The nature of the relations of the 
idea it expresses to the nouns with which it is used is 
so close that no intervening word is necessary by which 
to express it. 

The structure of these word-elements, and the na- 
ture of the ideas expressed by them, we wish now to 
notice briefly. 

When the idea expressed by a noun is qualified, or 
limited, or intensified by the idea expressed by a 
single adjective, we call that adjective a " Simple Ad- 
jective Word-element/' because it is the expres- 
sion of a simple, or single qualifying, limiting, or in- 
tensifying idea; as "sweet apples," "other men," 
"heavy thunder," etc. When the qualifying, limit- 
ing, or intensifying idea expressed by an adjective is 



Subordinate Elements. 41 

itself limited or intensified by some other idea sub- 
ordinate to it, we call the expression of this complex 
idea a " Complex Adjective Word-element." The basic 
idea is modified by another idea, or other ideas, sub- 
ordinate to the basic idea ; as "very cold weather," "a 
purely American production," etc. 

When two or more ideas are used co-relatively and 
co-joined to qualify or limit or intensify the idea ex- 
pressed by the noun, the words used to express such 
co- joined ideas form a " Compound Adjective Word- 
element," because they are the expression of a com- 
pound qualifying, limiting, or intensifying idea; as, 
"a sad and lonely hour," "a drunken and savage 
crew." 

Exercise I. — Illustrate the " Complex Adjective 
Word-element with five original sentences." 

Exercise II. — Illustrate the " Compound Adjective 
Word-element" with five original sentences. 

Exercise III. — Analyze the following sentences : 

1. A fearfully destructive storm visited our city 
recently. 

2. His masterly effort was very highly praised. 

3. The dismasted and storm-tossed bark drifted 
slowly shore-ward. 

4. That young man is a very poor student. 

5. Very highly enjoyable entertainment was pro- 
vided. 

LESSON XX. 
Subordinate Elements . — Continued . 

THE ADVEBIAL WORD-ELEMENT. 

As in the case of the adjective, the Adverbial Word- 
element is " simple," when it is the expression of a 
simple, or single qualifying, limiting, or intensifying 



42 Analysis of the English Stntence. 

idea; as, " singing sweetly." It is complex, when it 
is the expression of an idea that is limited or intensi- 
fied by an idea or ideas subordinate to it, as expressed 
by another word, or words; as " singing very sweet- 
ly." It is compound, when it is the expression of 
two or more correlative and co- joined ideas ; as, 
" singing softly and sweetly." 

In the first case, the element is a " Simple Adverbial 
Word-element ; in the second case, the element is a 
Complex Adverbial Word-element ; in the third case 
case, the element is a Compound Adverbial Word- 
element. 

The Objective and also the Appositive elements are, 
from their structure, named in the same way. 
Objective Word -elements are : 

1. Simple Objective Word -elements. 

2. Complex Objective Word-elements. 

3. Compound Objective Word-elements. 
Appositive Word -elements are : 

1. Simple Appositive Word-elements. 

2. Complex Appositive Word-elements. 

3. Compound Appositive Word-elements. 
On the whole, any word-element is : 

1. Simple, when standing alone. 

2. Complex, when the idea it expresses is limited, 
qualified, or intensified, by an idea, or ideas, or 
thoughts, expressed by a word or words, phrase, or 
clause, subordinate and subjoined, and 

3. Compound, when such words are the expression 
of two or more ideas used co-ordinately and co- joined. 

Exercise I. — Illustrate the " Complex Adverbial 
Word -element " by five original sentences. 

Exercise II. — Illustrate the " Compound Adverbial 
Word-element" by five original sentences. 



Subordinate Elements. 43 

Exercise III. — Analyze the following sentences : 

1. Slowly and sadly they laid him down. 

2. A very beautiful day followed the defeat. 

3. Mary sings very sweetly. 

4. The brakeman was very severely hurt. 

5. His pulse was beating rather feebly. 

6. You eat entirely too rapidly. 

7. You are entirely too careless. 

8. Others are found quite equally fickle. 

9. Peaches so large and luscious are quite rare. 
10. The winter was extremely cold. 

LESSON XXI. 
Subordinate Elements. — Continued. 

THE PHRASE ELEMENT — ITS NATURE. 

In the study of the English language, it is cus- 
tomary to call the " preposition and its object " (why 
its "object" ice cannot tell) a " Phrase Element. " In 
this discussion, we shall notice the nature and the 
structure of the " Phrase Element/' 

In the expression, " The verdure of spring," the idea 
expressed by "spring" limits the idea expressed by 
" verdure," by designating the season. " Spring ver- 
dure" shows this limitation better. " Spring" is the 
expression of the limiting idea, in the first expression, 
and "of" is, supposedly, the expression of the rela- 
tion of the idea expressed by "spring" to the idea 
expressed by "verdure." This relation is somewhat 
like the relation of possession — a genitive relation. 

In the expression, " The clock on the shelf," a rela- 
tion exists between the idea expressed by " shelf " and 
that expressed by "clock." While "on" is the ex- 
pression of that relation, a relation of place. 



44 Analysis of the English Sentence. 

The Prepositoins (Latin pre, before, and pono, to 
place) on, in, into, by, up, upon, from, under, etc., are 
used to express the idea of the relation of place, etc., 
existing between ideas of actions and things. 

In adjective-phrase elements, the preposition "of" 
is generally used to express the idea of the relation ex- 
isting between the limiting idea and the idea limited. 
"Of" is usually the expression of a genitive relation, 
though the relation is sometimes far-fetched. 

In adverbial phrase elements, the prepositions al- 
ready adduced along with others, are used to express 
the relation existing between the limiting idea, and 
the idea so limited. The expression of this limiting 
idea together with the expression of the relation of 
this limiting idea to the idea so limited, constitutes a 
"phrase element," either adjective or adverbial. 

Definition. — A Phrase is the expression of a related 
idea (simple, complex, or compound) together with 
the expression of the relation or implication of the re- 
lation of this idea to some other element of the 
thought. 

In the expression, " Standing by the river," " by the 
river" is a simple adverbial phrase element, "the 
river" is the expression of the complex related idea, 
and " by " is the expression of the relation of this idea 
to the idea expressed by "standing" — a relation of 
place - 

Exercise I. — Write ten sentences using all the prep- 
ositions given above, and others, and study the rela- 
tions expressed. 

Exercise II. — Analyze the following sentences, dis- 
posing of the phrase elements as suggested above : — 
1. Far nobler fields of triumph lie before us. 



Subordinate Elements. 45 

2. David, the sweet singer of Israel, was mighty in 
battle. 

3. "The Angel of Death spread his wings to the 
blast." 

4. Virginia, the martyr, was the daughter of Vir- 
ginius, the soldier. 

5. The army rushed into the town at daybreak. 

6. Many bloody battles were fought in 1863. 

7. My friend attended school at Harvard during 
the last year. 

8. I walked with my friends along the shore. 

9. King Canute sat by the seaside. 

10. The Temple of the Jews was first built by King 
Solomon, at Jerusalem. 



LESSON XXII. 
Subordinate Elements — Continued . 

THE PHRASE-ELEMENT — ITS STRUCTURE. 

We have seen that the structure of the word-ele- 
ment may be simple, or complex, or compound. 
In structure Phrase-elements are likewise : — 

1. Simple when no idea expressed in the phrase is 
limited or qualified by an idea or ideas expressed in 
the form of another phrase, or by a subordinate re- 
lated thought expressed by a clause element. 

2. Complex, when some one or more of the ideas ex- 
pressed by the phrase is limited or qualified by an 
idea or ideas expressed in the form of another phrase, 
or by a subordinate related thought expressed by a 
clause element. 

3. Compound, when the same element of the thought 
is limited or qualified by two or more co-ordinate and 



46 Analysis of the English Sentence. 

co-joined ideas expressed in the form of phrases ; 
thus — 

a. Simple Phrase Element — "in the sunshine." 

b. Complex Phrase Element — "by the side of 
the river." 

c. Compound Phrase Element — "down the 
river and over the falls." 

Note 1.— The foregoing classification of Phrase-elements is made 
with reference to the structure. All authorities on structural 
grammar are agreed that a word-element is complex if the idea 
expressed by it is limited or qualified by an idea expressed by 
some other word, or by a phrase, or a subordinate related thought 
expressed by a clause element. 

Likewise they agree that a sentence is complex if some one or 
more ideas expressed in it is qualified, limited, or intensified by 
subordinate related thought expressed by a clause element. 
Now, the structure of a phrase is complex if some one or more of 
the ideas expressed in that phrase is limited or qualified by a 
subordinate related idea or ideas expressed in the form of an- 
other phrase, or by a subordinate related thought expressed by a 
clause. 

Note 2. — A word-element is complex when the idea of which 
it is the expression is modified by the thought matter ex- 
pressed in the form of a word-element, a phrase-element, or a 
clause-element. 

A phrase-element is complex when any of the ideas expressed 
by it is modified by the thought-matter expressed in the form of 
a phrase-element, or a clause-element. 

A clause-element is complex when any of the ideas expressed 
in it is modified by the thought matter expressed in the form 
of another clause-element. 

Thus we see that any element is complex when it, or any part 
of it, is modified by the thought matter expressed in the form of 
an element of its own rank, in structure, or in the form of an 
element of a higher rank. 

LESSON XXIII. 

Exercise in Composition and Analysis. 
Exercise I. — Write five original sentences to illus- 
trate the " simple phrase-element." 



Exercises in Composition and Analysis. 47 

Exercise II. — Write five original sentences to illus- 
trate the " complex phrase-element.'' 

Exercise III. — Write five sentences to illustrate the 
" compound phrase-element." 

Exercise IV. — Study and analyze the following sen- 
tences : — 

1. Slowly and sadly they climb the distant moun- 
tain. 

2. They read their doom in the setting sun. 

3. We came at last to the bank of a beautiful 
stream. 

4. "The toad, ugly and venomous, 
Wears yet a precious jewel in his head." 

5. Childhood lives in the days of sunshine and of 
song. 

6. Evening, a dusky damsel, walked the paths of 
the forest. 

7. The roses diffuse their fragrance through the 
hall. 

8. From the icebergs of the North comes a wintry 
blast. 

9. The enemy of our souls throws many barriers 
into our way. 

10. Every little incident of that joyous day was 
treasured in the memory of that poor child. 

LESSON XXIV. 

Infinitives. 

An Infinitive is a word that is used to express an 
idea of action, being, or state. In its nature, it has 
not the power to make an assertion. The Infinitive 
expresses action without the limitation of the " per- 
son " or "number" of its subject. 



48 Analysis of the English Sentence. 

According to their uses, Infinitives are classified as 
follows : 

1. Participial when used to express an idea of ac- 
tion, being, or state, that qualifies some other idea ex- 
pressed in the sentence; as, "the howling wind," "a 
scorched desert, " etc. 

2. Substantive, when used to name the idea of ac- 
tion, being or state, in an abstract sense, or to express 
an idea of action, being, or state, as a thing; as, " To 
steal is wrong," "Swimming is a good exercise," etc. 

3. Attributive, when used to express a predicate at- 
tribute of its subject, whether its subject be nominat- 
ive or objective; as, "Lying is stealing," "We saw 
him fall ," " We heard her singing," etc. 

Such words as are used to express the attributive 
nature of the verb are infinitives. 

According to their forms, infinitives are classified as 
follows : 

1. Progressive, the "ing-forms," to express the 
idea of continuance of action, being, or state ; as, run- 
ning, singing, thinking, etc. 

2. Perfect the "ed-forms," and the "irregular 
forms," to express the idea of completed action, be- 
ing, or state ; as, buried, enslaved, sung, hanged, etc. 

3. Present, the "root-forms," to express the mere 
idea of action, being, or state, by the present indicat- 
ive form of the verb, which has at the same time no 
power to make an assertion ; as, to hear, to see, to 
read, etc. 

Note. — This disposition of the infinitive necessitates a change 
in the naming of the " principal parts " of the verb in conjuga- 
tion. The old way is incorrect, to say the least. Every word in 
the English language that expresses ideas of action, being, or 
state, without the limitation of the person and number of its 
subject, is in reality an infinitive. There is no such thing as a 



Infinitives. 40 

11 perfect participle " as one of the " principle parts " of the verb.. 
Such words as are usually so-called, are made participles, only 
"by their use as an adjective or an adverb. In naming the prin- 
cipal parts of verbs, these forms should "be called Infinitives; as v 
" Perfect Infinitives," " Root Infinitives," and " lug-Infinitives." 
When the idea of this attributive nature of the verb is used to 
qualify some other idea expressed, the expression of such quali- 
fying idea is a participle. 

LESSON XXY, 
Infinitives — Participles. 

A Participle (Latin, pars, part, and capio, to take) 
is the expression of the idea of the attributive nature 
of the verb, which idea is used to qualify the meaning 
of some other idea expressed. 

In the sentence, " Standing water becomes stag- 
nant/' " standing " is the expression of the attributive 
nature of the verb " stand," and at the same time, it 
is the expression of an idea that qualifies the idea ex- 
pressed by " water." In this sentence, "standing" 
is a participal used as a pure qualifying adjective, 
having a weak participial construction. 

In the sentence, " The water standing in the pond 
is stagnant," "standing" is still a pure qualifying 
adjective, but now it has a much stronger participial 
construction, to the extent that the idea of action it 
expresses is limited as it might be in the attributive 
verb. 

In both of these sentences, we have considered the 
nature and use of the " ing-infinitive " used as a par- 
ticipial. We have also to study the " root-infinitive " 
in its nature and use as a participial. This is usually 
called " infinitive " whatever may be its use. 

In the sentence, "The way to Jearn is to study," 
" to learn " is the expression of an idea of action that 

—4— 



50 Analysis of the English Sentence. 

qualifies the idea expressed by " way." At the same 
time, it expresses the idea of action by the root-form 
of the verb " learn." In this sentence, " to learn " is 
a pure qualifying adjective in use, while in nature, it 
is a " root-participle " having a weak participial con- 
struction. 

In the sentence, "The way to learn rapidly is to 
thktk deeply," " to learn" is the expression of an idea 
of action that qualifies the idea expressed by " way." 
At the same time, " to learn" partakes so strongly of 
the verbal nature as to be modified as a verb. It is 
in this case, a pure qualifying adjective having a 
strong participial construction. 
As to structure, participial elements are : 

1. Simple Participial Elements, when the basic ele- 
ment is unmodified. 

2. Complex Participial Elements, when the basic 
element is modified. 

3. Compound Participial Elements, when two or 
more such elements are used co-ordinately and co- 
joined. 

Note.— When disposing of participial elements in analysis, 
whether they are the ing-forms, the root-forms, or the ed-, or the 
irregular-forms, with relation to the nouns or the verbs with 
which they occur, they are studied precisely as any other adject- 
ives or adverbs. When on account of their stronger verbal nature, 
they are modified as verbs, their modifiers should be studied pre- 
cisely as the modifiers of verbs are studied. 

Exercise I. — Write ten sentences illustrating the 
use of the in^-infinitive and the rooMnfinitive as pure 
qualifying adjectives, having a weak participial con- 
struction. 

Exercise II. — Write ten sentences illustrating the 
use of the mpr-infinitive and the rooi-infinitive as pure 



Infinitives. 51 

qualifying adjectives having a strong participial con- 
struction. 

LESSON XXVI. 
Infinitives — Pakticipial — Continued. 

EXERCISES IN ANALYSIS. 

Analyze the following sentences according to former 
models and the foregoing suggestions, noting careful- 
ly the significance of the infinitive expressions : — 

1. The great swaying balloon, ascending higher and 
higher, was lost in the clouds. 

2. The nightingale, singing sweetly, entertained 
the benighted strangers. 

3. Hearing an approaching footfall, I turned. 

4. Quickly ascending to the top of the hill, we be- 
held the rising moon. 

5. Resolutely facing the angry crowd, he quelled 
the rising tumult. 

6. Some ragged children diligently gathering the 
cigar-stumps from the streets attracted our attention. 

7. They were hungering waifs earning a bit of 
bread. 

8. Singing merrily, the milk-maid tripped lightly 
across the greening meadows. 

9. A million diamonds sparkling and glittering in 
the dazzling sunlight, bedecked the treetops on that 
winter morning. 

10. The sun, arising quickly over the eastern ridge, 
chased the darkness before it pell-mell. 

LESSON XXVII. 
Infinitives — Substantive . 
The name " gerund " is used by some grammarians 
to designate the " Substantive Infinitive ; " "gerund " 



52 Analysis of the English Sentence. 

being the Latin name for " verbal nouns" in some 
constructions in the Latin language. 

It is our purpose in these lessons, to keep ourselves 
anchored always in the safe harbor of simplicity. 
Hence we give to the infinitive expressions used as 
nouns the name, " Substantive Infinitive." We be- 
lieve that this name will not be in any way misleading. 

The Substantive Infinitive may, in the English 
language, take the position of a noun in almost any of 
its several constructions. It is used to express an 
idea of action by merely naming it, so far as the other 
parts of the sentence are concerned. 

With reference to : 

1. The relation of the Substantive Infinitive to the 
other elements of the sentence, it is a pure noun, hav- 
ing the construction of a pure noun. 

2. The relation of elements subordinate to itself, 
the Substantive Infinitive has a strong substantive 
construction, and may be modified as a noun, or it 
may be strong in its verbal nature, and so be modified 
as a verb. 

The Infinitive is not a verb, as it has not the power 
to assert. It may be called, in a broad sense, a 
" verbal," but that is a useless designation when the 
real significance of it is known. It has the attributive 
nature, but not the assertive power, of the verb. 

1. Forms of the Substantive Infinitive. — The Substantive 
Infinitives, like the Participial Infinitives, are of three, 
may be of four, forms, namely : 

a. The informs. 

b. The root- forms. 

c. The ed-forms. 

d. The irregular- forms. 

2. Uses of the Substantive Infinitive. — Substantive Infini- 



Infinitives. 53 

fives are used in almost all the constructions in which 
nouns are used. 

a. As Subject of a sentence : 

1. Erring is human. 

2. To forgive is divine. 

b. As Nominative Attribute : 

1. Seeing is believing. 

2. To see is to believe. 

c. As Direct Object — 

- 1. I desire to learn. 
2. Boys enjoy cycling. 

d. As the expression of the related idea in a 
Phrase-element — 

1. "What went ye out (for) to see ? " 

2. He strives for learning. 

e. As an Appositive Element — 

1. It is easy to master the lesson. 

2. It is wise to study diligently. 

Note.— The above is not exhaustive, "but it will serve as a start- 
ing-point froni which teacher and pupil may work out further 
details of the subject. 

LESSOX XXVHI. 

Infinitives — Attributive. 

The Attributive Infinitive is an infinitive used to ex- 
press some attribute of action, being, or state, of its 
subject. 

There are two uses of the Attributive Infinitive, 
namely — 

1. To express the simple attributive element of a 
judgment ; as — 

a. Mary is reciting. 

b. To retreat is to surrender. 

c. Learning is growing intellectually. 



54 Analysis of the English Sentence. 

2. To express attributes of action, being, or state, of 
the subject objective, as in the case of the " Infinitive 
Attribute " in the " double object" already studied; 
as — 

a. We heard her singing. 

b. The teacher compelled him to study. 

c. The fox thought the lion sleeping. 
Exercise I. — Write ten sentences to illustrate the 

use of the Attributive Infinitive as Nominative At- 
tribute. 

Exercise II. — Write ten sentences to illustrate the 
use of the Attributive Infinitive as Objective At- 
tribute. 

LESSON XXIX. 
Infinitives — Analysis. ■ 

Analyze the following sentences, giving special at- 
tention to the Infinitives, noting whether they be Par- 
ticipial, Substantive, or Attributive: — 

1. The falling rain was drenching the belated 
travelers. 

2. To deceive in the means is to be shamed in the 
end. 

3. They drank their flagons of home-brewed ale. 

4. We saw the drunken wretch reeling into the 
gutter. 

5. The way to meet the demands of the age is to 
educate the hand, the head and the heart of the 
masses. 

6. Trained nurses tenderly attended the wounded 
and dying soldiers. 

7. Is this Christian civilization destined to die at 
the hand of criminal sloth ? 

8. They sank before the murderous foe, fighting to 
the last. 



Miscellaneous Exercises in Analysis, 55 

9. Singing is a very pleasing and refining exercise. 
10. The sceptered and mitred Pope wielded almost 
universal sway. 

LESSON XXX. 
Infinitives — Analysis. 
Analyze the following sentences, making a careful 
study of the peculiar infinitive expressions used : — 

1. Standing on the bridge, we saw the trembling 
shadows in the water below us. 

2. For me to decide the question is impossible. 

3. It is impossible for me to decide the question. 

4. The children longed for father to come home. 

5. Streaks of flame seemed to shoot across the sky. 

6. The soldier saw the ship's guns battering and 
crumbling the forts guarding the harbor. 

7. A glancing shell struck the mutilated ship. 

8. They thought to retreat to be to surrender. 

9. The soldiers thought retreating disgraceful. 

10. For me to do willingly what you ask, is in every 
way impossible. 

LESSON XXXI. 

Miscellaneous Exekcises in Analysis. 

1. She promised to sing at our coming concert. 

2. Many students attending the seminary were 
f rdained to preach the Gospel. 

3. Doing a great deal often demands a great sacri- 
fice. 

4. We have the following plan to offer. 

5. Busily engaged in pluming its feathers, the bird 
did not see the approaching danger. 

6. The horse is eager to start. 



56 Analysis of the English Sentence. 

7. The traveler threw himself upon the grass to 
rest. 

8. To act is to live. 

9. To cease to act is to die. 

10. Hope is a cable anchoring us to Heaven. 

11. " Hope deferred maketh the heart sick." 

12. April, a weeping maiden, came drenching the 
earth with her tears. 

13. The tears of weeping April awoke the sleeping 
flowers. 

14. By diving many fathoms deep, they recovered 
the sunken treasure. 

15. Having crossed the Rubicon, Caesar hastened to 
reach Rome. 

16. He came walking and leaping and praising God. 

17. To give just credit always, is to exercise just 
judgment. 

18. Loving God is obeying His whole will. 

19. We prove our love by obeying His command- 
ments. 

20. The sounding of the trumpet was the signal for 
attacking the enemy. 

LESSON XXXII. 

The Sentence — Classification. 

According to their nature, sentences are classified 
as follows : — 

1. Declarative, when the sentence is the expression 
of positive agreement or disagreement between the 
fundamental and the attributive ideas, or elements of 
the thought. 

2. Interrogative, when the sentence is the expression 
of an inquiry concerning the agreement or the disagree- 



The Sentence. 57 

ment existing between the fundamental and the at- 
tributive elements of the thought. 

3.- Imperative, when the sentence is the expression 
of a desire, or a determination of the speaker to secure 
the performance of an act. 

4. Exclamative, when the sentence is the expression 
of enthusiastic appreciation of the agreement between 
the fundamental and the attributive elements of the 
thought. 

Note. — It is difficult indeed to discover a parallel between the 
nature of the Imperative sentence, and that of the Declarative 
sentence. Hidden away among the relics of centuries past, per- 
haps lies the parallel. But at this day, the Imperative Sentence 
stands alone in our language, a distinct monument of what ages 
of growth and change may produce. Our discussions of the na- 
ture of thought and expression shrink before this monument, 
and we approach it now only in conjecture. 

May it not be that the peculiar form and nature of the Impera- 
tive Sentence had its origin somewhat as follows : 

In the sentence, "You sing sweetly to me," we un- 
derstand that the words are mildly uttered, a mere 
statement of a fact. Now emphasize the subject 
"you," slightly. Note that the desire that "you 
sing " is now becoming manifest. Now omit the ten- 
der word, " sweetly," and at the same time retain the 
former emphasis on the subject " you." Note now 
the greater growth of the desire. Now, growing more 
vehement in the wish, drop the courteous " you," the 
subject, and the tender word " sweetly," and note the 
effect ; the expression is now robbed of the tenderness 
and the courtesy, and has resolved itself into an impe- 
rious request. Now drop " to me," the softening fall 
in the original expression. Note now, that the former 
courteous and tender expression of a mere wish has 
been transformed by the gradually increasing degree 



58 Analysis of the English Sentence. 

of urgency into an unqualified command, and that, 
instead of the sentence, " You sing sweetly to me," 
there now stands only the naked verb, " Sing." 

Such is the nature of the Imperative Sentence, and 
such is the probable process through which it has 
passed since the beginning of language. And such is 
the nature of the verb in the Imperative Mode. 

In the form, " You sing sweetly to me," it is quite 
easy to see that the nature of the Imperative Sentence 
was originally identical with that of the sentences of 
the other three classes. The Imperative Mode of the 
verb, and the Imperative Sentence are probably 
growths that are the outcome of the multitudinous 
necessities that have confronted man in all the various 
stages of his intellectual and linguistic development. 
In the English language, the Imperative Verb is used 
in only one " Person " — the "second person." It is 
easy and correct, then, to assume that the subject is 
always the personal pronoun, singular or plural — 
"ye," or "you," or " thou," or possibly, sometimes, 
the antecedent of " thou," or " you" when denoting 
a single individual. 

Exercise I. — Compose five Declarative Sentences. 

Exercise II. — Compose five Interrogative Sentences. 

Exercise III. — Compose five Imperative Sentences. 

Exercise IV. — Compose five Exclamative Sentences. 

Suggestion. — Let the pupil so thoroughly familiarize 
himself with the above discussion of the Imperative 
Sentence, that he may describe easily and correctly 
the probable process by which the " command " was 
evolved. Let other verbs and other sentences be used 
to illustrate. 



The Sentence. 59 

LESSON XXXIII. 

The Sentence — Classification — Continued . 

According to their structure, sentences are classified 
as follows : 

1. Simple, when the sentence is the expression of a 
single judgment, no element of which is qualified or 
limited by a subordinate related judgment. 

2. Complex, when the sentence is the expression of 
a judgment some element of which is qualified or 
limited by one or more subordinate related judgments. 

3. Compound, when the sentence is the expression 
of two or more associated judgments used corrective- 
ly and co- joined. 

There is some difference of opinion as to the proper 
disposition of a sentence, in this classification, which 
contains the substantive clause, as the expression of 
the fundamental or the attributive element of the 
judgment. On this point, we have this to say : With 
reference to the relation existing between the noun 
clause used as Subject or as Attribute Complement, 
and the other basic element of the sentence, the 
clause is a pure substantive — a mere noun, a unit in 
meaning. It requires the whole clause to constitute 
this unit of the element. Hence, the noun clause 
used as Subject, or as Nominative Attribute, is a mere 
noun, and does not justify us in calling the sentence 
containing it a " Complex Sentence/ 7 

The " Direct Object " is a limiting element. Hence, 
when the noun clause is used as Direct Object, the 
sentence is complex. 

The Appositive is a limiting element. Hence, 
when the noun clause is used as an Appositive, the 
sentence is complex. 



60 Analysis of the English Sentence. 

Adjectives and adverbs are qualifying or limiting 
elements. Hence, when a clause is used as an adject- 
ive or as an adverb, the sentence is complex. 

Exercise I. — Write five sentences containing the 
noun clause, and state whether they are simple or com- 
plex. 

Exercise II. — Write five Complex Sentences, 

Exercise III. — Write five Compound Sentences. 

Note.— Study the words you have used to express the relation 
between the principal and the related clauses in the second list. 

Note. — Study the words you used to join the members of the 
compound sentences in the third list. 



LESSON XXXIV. 

Connectives. 

Connectives are those words used to express the re- 
lations existing between different ideas, between ideas 
and judgments, or between related judgments. 

Connectives are classified as follows : 

1. Co-ordinate Connectives, when they are such as 
express relations between elements of equal rank in 
the structure of the sentence. Examples: and, or, 
nor, etc. 

Co-ordinate Connectives are sub-classed as follows : 

a. Copulative, when used to express the idea of 
the aggregation of ideas or judgments of 
equal rank in structure, and co-ordinately 
used. 

Examples: and, also, etc. 

b. Adversative, when used to express the idea 
that contrary conditions exist between the 
co-ordinately-used ideas or judgments. 

Examples : but, except, etc. 



Connectives. 61 

c. Comparative, when used to express the idea 
of a comparison between the co-ordinately- 
used ideas or judgments. 

Examples : as many as, as far as, as long as, etc. 

d. Alternative, when used to express the idea 
of a choice or preference between the co- 
ordinately-used ideas or judgments used dis- 
junctively. 

Examples : or, nor, etc. 

Alternative Connectives may be sub-classed as fol- 
lows : 

a. As to form — 

1. Simple, as " or," "nor." 

2. Compound, as u either — or," neither — 
nor. 

b. As to nature — 

1. Positive, as "or," "either — or." 

2. Negative, as "nor," "neither — nor." 

2. Subordinate Connectives, when they are such as 
are used to express relations between elements of un- 
equal rank in structure. 

Subordinate Connectives may be sub-classed as fol- 
lows : 

a. Conditional, when used to express the rela- 
tion between a subordinate related judg- 
ment and the idea that this subordinate re- 
lated judgment limits, when this related 
judgment is made the condition upon which 
the principal judgment becomes a fixed fact. 

Examples : if, tho, unless, etc. 

b. Relative Pronouns, which are used to ex- 
press the relation of the subordinate judg- 
ment expressed by the adjective clause to the 
idea limited or qualified by this related 
judgment. 



62 Analysis of the English Sentence, 

Examples : who, which, etc. 

c. Relative Adverbs, which are adverbs used 
to express the relation existing between a 
subordinate related judgment and the idea 
expressed by a noun, which idea the subor- 
dinate judgment limits. 

Examples: when, where, etc. 

d. Conjunctive Adverbs, which are used to 
express the relation existing between a sub- 
ordinate related judgment, and some idea of 
action, being, or state, which the subordin- 
ate judgment limits by denoting the time, 
place, etc., of the action, etc. 

Examples : then, when, where, while, etc. 

e. Prepositions, which are used to express the 
relation existing between a subordinate re- 
lated idea and the idea which this subordin- 
ate idea limits. 

Examples: by, from, upon, in, within, into, etc. 

Exercise I. — Write three sentences using Co-ordin- 
ate Connectives. Note the nature of the relation they 
express. 

Exercise II. — Write three Complex Sentences using 
Conditional Connectives. 

Exercise III. — Write three Complex Sentences us- 
ing Eelative Pronouns. 

Exercise IV. — Write three Complex Sentences us- 
ing Eelative Adverbs. 

Exercise V. — Write three sentences using Preposi- 
tions. 

LESSON XXXV. 
Directions for Analysis. 

In the preceding lessons, the simple sentence has 
been analyzed, essentially in all its various forms. 



Directions for Analysis. , 63 

1. The sentence must first be read, and then classi- 
fied, first as to structure, and second, as to nature; 
thus : — 

"The young man who wills to mount the heights 
will always find a way." 
" This is a complex declarative sentence." 

2. Next, read the subject part, and then the predi- 
cate part of the sentence ; thus : 

" The young man who wills to mount the heights " 
is the complex subject ; it is the expression of the com- 
plex fundamental idea. 

3. Next read the simple subject, then dispose of its 
modifiers. 

4. Next read the complex predicate. Then read the 
simple predicate, and then dispose of its modifiers. 

5. Modifiers of a noun, or any substantive, are always 
simple, complex, or compound, in structure ; and they 
are always adjective or appositive in nature ; and 
they are always a word, or a phrase, or a clause, in 
form. So, as elements, they may be disposed of as 
simple, complex, or compound, adjective or appositive 
word, phrase, or clause elements. They modify by 
qualifying or limiting. 

6. Modifiers of verbs are simple, complex, or com- 
pound, adverbial or objective, word, phrase, or clause 
elements. 

a. Objective elements limit by denoting the 
direct, or the indirect, recipient of the action, 
or by denoting either " duration of time " or 
" extent of space." 

b. Adverbial elements qualify by denoting the 
manner of the action, or they limit the action 
by denoting the time, place, cause, etc., of 
the action, or they intensify by denoting a 



64 Analysis of the English S ntence. 

greater or a lesser degree of the quality of a 
substance or an action. 

7. In the analysis of compound sentences, let the 
sentence be read and classified. Then let the co- 
ordinate members of the compound sentence be 
analyzed separately. 

8. Study the exact relations expressed by all con- 
nectives. 

Note. — Before beginning the general exercises in analysis to 
follow, let all the foregoing directions he carefully committed 
and understood. 

LESSON XXXVI. 

Some Fragments. 

The student may encounter some difficulty in dis- 
posing of certain elements not yet more than merely 
touched upon in our course in analysis. We deem it 
well to call attention to a few of these elements. 

1. Tense Auxiliaries. 

In the sentence, "Charles had recited," "had" is 
an auxiliary word introduced as a means of assisting 
in the fixing of the time of the action with reference 
to the present time; "had" is. therefore, a tense 
auxiliary. 

In the sentence, " I shall discharge my duty," 
"shall" is an auxiliary word, introduced as a means 
of assisting in the fixing of the time of the action, with 
reference to the present time; "shall" is, therefore, 
a tense auxiliary. 

And so " shall " and " will" are used with the per- 
fect infinitive to denote the " future perfect " tense; 
" have," " has," or " hast " with the perfect infinitive 
to denote the " present perfect " tense; and "had" 
or " hadst" with the perfect infinitive to denote the 
" past-perfect " or plu-perfect, tense. 



Some Fragments. 65 

2. Mode Auxiliaries. 

In the sentence, " You may return," " may" is used 
to indicate permission granted by the speaker to the 
person addressed. Such a word introduced into the 
sentence modifies the usual mode of assertion, and 
hence is called a "Mode Auxiliary." 

Such words as can, could, way, might, ought, (owe), 
should, and would, used to express power, possibility, 
will, permission, probability, or obligation to perform 
certain actions, are called mode auxiliaries. 

It is difficult to determine why such words as those 
of the above list should be called "verbs." There is 
little of the nature of a verb in them. They are 
merely auxiliaries. They modify the assertion, and 
rob the verb of the power of direct assertion, but they 
are in a doubtful sense verbs. In fact they are more 
nearly related to adverbs ; for they do express some 
notion of the time, etc., of the action. 

3. Introductory words. 

The sentence, " There are no idlers here " might be, 
"Here are no idlers." But usage, reflective, or acci- 
dental, has come to prefer the first form, and so we 
have a peculiar use of the word "there." This use 
was probably purely adverbial. Now it has weakened 
into an intrcductory expression, enabling us to put 
the subject after the verb, and such is its synthetic 
connection with the sentence. 

In the sentence, "That he is right, is plainly evi- 
dent," " that," naturally endowed with a strong 
demonstrative significance, has faded into a weak in- 
troductory word. " He is right, is plainly evident " is 
the expression of the same thought stript of the intro- 
ductory formality. But usage, sovereign of his time, 
prefers the former.expression. 



66 Analysis of the English Sentence. 

4. Exclamatives. 

In the sentence, " Hurrah ! we have won ! " " hurrah " 
signifies an explosion of enthusiasm on the part of the 
speaker. Such expressions are properly called " Ex- 
clamatives." 

Such words as hurrah, pooh, alas, avaunt, etc., are 
full of significance, and deserve a close study. They 
havp no synthetic connection with the rest of the sen- 
tence with which they occur, tho they accompany it 
with much meaning. In analysis, they may be called 
" Exclamatives." They do not enter as elements into 
the sentence. 

In the sentence, "He is taller than I," " than I" 
constitutes the introduction of the fundamental idea 
of the second member of the compound sentence ex- 
pressing a comparison. It may be well, in such cases, 
to complete the expression of the second member, 
thus — " than I am tall," as the real standard of com- 
parison lies in the second member. How r ever, let this 
be done only that the standard and the comparison 
may be discerned. 

Note.— In the foregoing remarks, we have sought to stir up the 
mind of the student, to arouse him and cause him to look upon 
the language that he studies. This treatment of " fragments " is 
not in any sense exhaustive, yet it is hoped that the above may 
serve to put the student upon the lookout for the many peculiari- 
ties and irregularities found in the body of the English tongue. 

LESSON XXXVII. 
Exercises in Analysis. 

1. " Big words do not smite like war-clubs. " 

2. " Boastful breath is not a bow-string/ 7 

3. " Taunts are not so sharp as arrows." 

4. " Deeds are better things than words are." 



Exercises in Analysis 67 

5. "In the land of the Dakotahs 

Lives the arrow-maker's daughter/' 

6. "At the feet of Laughing Water 

Hiawatha laid his burden." 

7. "Through their thoughts they heard a footstep, 

Heard a rustling in the branches, 
And with glowing cheeks and forehead, 
With the deer on his shoulders, 
Suddenly from out the woodlands, 
Hiawatha stood before them." 

8. "All around the happy village 

Stood the maize fields, green and shining, 
Waved the green plumes of Mondamin, 
Waved his soft and sunny tresses, 
Filling all the land with plenty." 

LESSON XXXVIII. 
Exercises in Analysis. 

1. "In the old colony days, in Plymouth, the land of 

the Pilgrims, 
To and fro in a room of his simple and primitive 

dwelling, 
Clad in doublet and hose, and boots of Cordovan 

leather, 
Strode with a martial air, Miles Standish, the Puritan 

Captain. 

2. "Long at the window he stood, and wistfully 

looked at the landscape." 

3. "Let not him that putteth his hand to the plow 

look backwards, 
Though the ploughshare cut through the flowers of 
life to the fountains." 



68 Analysis of the English Sentence. 

4. "If the great Captain of Plymouth is so very eager 

to wed me, 
Why does he not come himself, and take the trouble 
to woo me ?" 

5. " Forth from the curtain of clouds, from the tent of 

purple and scarlet, 
Issued the sun, the great High-Priest, in his garments 
resplendent." 

6. " Over his clouded eyes there had passed at times an 

expression 

Softening the gloom and revealing the warm heart 
hidden beneath them, 

As when across the sky the driving rack of the rain- 
cloud 

Grows for a moment thin, and reveals the sun by its 
brightness." 

7. " Then he said with a smile, ' I should have remem- 

bered the adage — 
'If you would be well served, you must serve your- 
self." 

LESSON XXXIX. 
Exercise in Analysis. 

1. " All his thoughts were congealed into lines on his 

face, as the vapors 
Freeze in fantastic shapes on the window-panes in 
winter." 

2. " Silently one by one, in the infinite meadows of 

heaven, 
Blossomed the lovely stars, the forget-me-nots of the 
Angels." 

3. "Life had long been astir in the village, and clam- 

orous labor 



Exercises in Analysis. 69 

Knocked with its hundred hands at the golden gate of 
the morning." 

4. " Plaintive at first were the tones and sad, then 

soaring to madness 
Seemed they to follow or guide the revels of frenzied 
Bacchantes." 

5. " Single notes were then heard, in sorrowful, low 

lamentation ; 
Till, having gathered them all, he flung them abroad 

in derision, 
As when, after a storm, a gust of wind, through the 

tree-tops, 
Shakes down the rattling rain in a crystal shower on 

the branches." 

6. "But on Evangeline's heart fell his words as in 

winter the snowflakes 
Fall into some lone nest from which the birds have 
departed." 

7. "Gleams of celestial light encircle her forehead 

with splendor, 

Such as the artists paint o'er the brows of saints and 
apostles, 

Or such as hang by night o'er a city seen at a dis- 
tance." 

LESSON XL. 
Exercises in Analysis. 

1. " England yielded to the Danes and Northmen 
in the tenth and eleventh centuries, and was the re- 
ceptacle into which all the mettle of that strenuous 
population was poured." 

2. "There shall come a time, in later ages, when 
Ocean shall relax his claims, and a vast continent ap- 



70 Analysis of the English Sentence. 

pear, and a pilot shall find new worlds, and Thule 
shall be no more earth's bounds. " 

3. " The discovery of America by Christopher Co- 
lumbus is the greatest event in secular history." 

4. " The splendid empire of Charles Y. was erected 
upon the grave of liberty. The ancient stream of na- 
tional freedom and human progress, through many of 
the fairest regions of the world, were emptied and lost 
in that enormous gulf." 

5. " The Spaniards of the sixteenth century were in- 
disputably the noblest nation of Europe ; yet they had 
the Inquisition and Philip II." 

6. " All the sober men that I was acquainted with, 
who were against the Parliament, used to say, ' The 
king had the better cause, but Parliament had the 
bettar men.' " 

LESSON XLI. 
Exercises in Analysis. 
The Crusades of the Christian nations, intended to 
dislodge the " Infidel" out of Jerusalem, tho they 
failed in that object, had awakened Europe to new 
life. East and West were brought nearer together. 
Knights and soldiers and pilgrims brought home from 
new lands new thoughts and wider notions. Com- 
merce with the East was extended. Maritime enter- 
prise was stimulated. There was improvement in 
ships. The mariner's compass was discovered, and 
under its guidance longer voyages could safely be 
made. The invention of gunpowder had changed the 
character of war, and enlarged the scale on which it 
was waged. The recent conquests of the Turks were 
indirectly the cause of new life to Christendom. The 
Fall of Constantinople resulted in a great revival of 



Exercises in Analysis. 71 

learning in Europe. Driven from the East, learned 
Greeks and Jews came to settle in Italy. Greek and 
Hebrew were again studied in Europe. The litera- 
ture, the history, the poetry, the philosophy and arts, 
of old Greece and Rome were revived. And the re- 
sult was, that a succession of poets, painters, sculp- 
tors, and historians sprang up in Christendom such as 
had not been known for centuries. Above all, the in- 
vention of printing had come just in time to spread 
whatever iuew ideas were afloat, with a rapidity never 
known before. — Seebohm. 



GENERAL EXERCISES IN ANALYSIS. 

A Suggestion. — With the various exercises in an- 
alysis already passed over, the pupil is probably pre- 
pared to proceed with the following without discuss- 
ing all the minute details of the analysis of each selec- 
tion. Time would so be wasted. The separation of 
the clauses and a careful study of their relations, and 
of the parts with which the pupil is less familiar, will, 
in our opinion, save much time, and yet, in no wise 
diminish the value of the exercise. 

1. " We sped the time with stories old, 
Wrought puzzle out, or riddles told." 

2. " Who has not learned in hours of faith 

The truth to flesh and sense unknown, 
That Life is ever lord of Death, 
And Love can never lose its own ? " 

3. "W« turn to pages that they read, 

Their written words we linger o'er, 
But in the sun they cast no shade, 

No voice is heard, no sign is made ; 
No step is on the conscious floor ! 



72 Analysis of the English Sentence. 

Yet Love will dream, and Faith will trust, 
Since He who knows oar needs is just, 
That somehow, somewhere, meet we must." 

4. " The cat's dark silhouette on the wall 
A couchant tiger's seemed to fall." 

5. " What matter how the night behaved ? 
What matter how the north-wind raved ? 
Blow high, blow low, not all its snow 
Could quench our hearth-fire's ruddy glow." 

6. " Build thee more stately mansions, O my soul, 

As the swift seasons roll ! 

Leave thy low-vaulted past ! 
Let each new temple, nobler than the last, 
Shut thee from heaven with a dome more vast, 

Till thou at length art free, 
Leaving thy out-grown shell by life's unresting sea." 

7. " Wither, mid falling dew, 

While glow the heavens with the last steps of 

day 
Far in the rosy depths dost thou pursue 
Thy solitary way?" 

8. " Musing beneath this legendary tree, 

The years between furl off." 

9. " ' There he stood,' softly we repeat, 

And lo ! the statue shrined and still 
In that gray minsterfront we call the Past, 
Feels in its frozen veins the pulses thrill." 
10. " Then it came to pass that pestilence fell on 
the city, 
Presaged by wondrous signs, and mostly by 

flocks of wild pigeons, 
Dark'ning the sun in their flight, with naught 
in their craws but an acorn ; 



Exercises in Analysis. 73 

And, as the tides of the sea arise in the month 
of September, 

Flooding some silvery stream, till it spreads to 
a lake in the meadow, 

So death flooded life, and, overflowing its nat- 
ural margin, 

Spread to a brackish lake, the silver stream of 
existence." 

11. " Her lively looks a sprightly mind disclose, 

Quick as her eyes, and as unfixed as those, 
Favors to none, to all she smiles extends ; 
Oft she regrets, but never once offends." 

12. " Yet graceful ease, and sweetness void of pride, 

Might hide her faults, if belles had faults to 

hide ; 
If to her share some female errors fall, 
Look on her face and you'll forget them all." 

13. " This world was once a fluid haze of light, 

Till toward the centre set the starry tides, 
And eddied into suns, that wheeling, cast the 
planets." 

14. " Knowledge is now no more a fountain sealed ! 

Drink deep until the habits of the slave, 
The sins of emptiness, gossip, and spite and 
slander die." 

15. " Better not be at all 
Than not be noble." 

16. " This is the very painting of your fear ; 

This is the air-drawn dagger which, you said, 
Led you to Duncan. O, these flaws and starts, 
Imposters to true fear, would well become 
A woman's story at a Winter's fire, 
Authorized by her grandam." 



74 Analysis of the English Sentence. 

17. "I have lived long enough ; my way of life 

Is fallen into the sere, the yellow leaf ; 
And that which should accompany old age, 
As honor, love, obedience, troops of friends 
I must not look to have." 

18. l ' Canst thou not minister to a mind diseased ; 

Pluck from the memory a rooted sorrow ; 
Eaze out the written troubles of the brain ; 
And with some sweet-oblivious antidote, 
Cleanse the stuffed bosom of that perilous stuff 
Which weighs upon the heart? " 

19. " Frailty, thy name is woman." 

20. " The friends thou hast, and their adoption tried, 

Grapple them to thy soul with hoops of steel." 

21. " What a piece of work is man ! how noble in rea- 
son ! how infinite in faculties ! in form and moving 
how express and admirable ! in action, how like an 
angel ! in apprehension, how like a god ! " 

22. "Give me that man 

That is not passion's slave, and I will wear him 
In my heart's core, ay, in my heart of hearts, 
As I do thee." 

23. " Must I relinquish it all," he cried with a wild 

lamentation. 
" Must I relinquish it all, the joy, the hope, the 

illusion? 
Was it for this I have loved, and waited, and 

worshipped in silence? 
Was it for this I have followed the flying feet 

and the shadow 
Over the wintry sea, to the desolate shores of 

New England?" 
— Longfellow — "Courtship of Miles Standish." 



Exercises in Analysis, 75 

24. But as he warmed and glowed, in his simple 

and eloquent language, 

Quite forgetful of self, and full of the praise 
of his rival, 

Archly the maiden smiled, and, with eyes over- 
running with laughter, 

Said in a tremulous voice, " Why don't you 
speak for yourself, John ? " 
— Longfellow — " Courtship of Miles Standish." 

25. Then the Master, 

With a gesture of command, 

Waved his hand ; 

And at the word, 

Loud and sudden there was heard, 

All around them and below, 

The sound of hammer, blow on blow, 

Knocking away the shores and spurs — 

And see ! she stirs ! 

She starts — she moves — she seems to feel 

The thrill of life along her keel, 

And, spurning with her foot the ground, 

With one exulting joyous bound, 

She leaps into the ocean's arms. 

— Longfellow — "Building of the Ship." 

26. Thou, too, sail on, Ship of State ! 
Sail on, Union, strong and great ! 
Humanity with all its fears, 
With all the hopes of future years, 
Is hanging breathless on thy fate ! 
We know what Master laid thy keel, 
What Workman wrought thy ribs of steel, 
Who made each mast and sail and rope, 
What anvils rang, what hammers beat, 



76 Analysis of the English Sentence. 

In what a forge and what a heat 
Were shaped the anchors of thy hope ! 

— Longfellow — "The Building of the Ship." 

27. "I dare your pity or your scorn, 

With pride your own exceeding ; 
I fling my heart into your lap 

Without one word of pleading.' ' 
She looked up in his face of pain 
So archly, yet so tender : 
" And if I lend you mine/' she said, 
" Will you forgive the lender? " 

— Whittier — " Among the Hills." 

28. A strange delight, 
Blent with a thrill of fear, o'er mastered me, 
And, ere I knew, my flashing steps were set 
Within the rivulet's pebbly bed, and I 

Was rushing down the current. By my side 
Tripped one as beautiful as ever looked 
From white clouds in a dream ; and, as I ran, 
She talked with musical voice and sweetly 
laughed. 

—Bryant—" Sella." 

29. Eva looked, 

And lo ! a glorious hall, from whose high vault, 
Stripes of soft light, ruddy, and delicate green, 
And tender blue, flowed downward to the floor 
And far around, as if the serial hosts 
That march on high by night, with beamy spears, 
And streaming banners, to that place had brought 
Their radiant flags to grace a festival. 

— Bryant — " Little People of the Snow." 

30. So Eva slept, 

But slept in death ; for when the power of frost 
Locks up the motions of the living form, 



Exercises in Analysis. 77 

The victim passes to the realm of Death 
Through the dim porch of sleep. 

— Bryant — k ' Little People of the Snow." 

31. The stag at eve had drunk his fill, 
Where danced the moon on Monan's rill, 
And deep his midnight lair had made 

In lone Glenartney's hazel shade ; 

But when the sun, his beacon red 

Had kindled on Benvoirlick's head, 

The deep-mouthed blood-hound's heavy bay 

Kesounded up the rocky way, 

And faint, from farther distance borne, 

We heard the clanging hoof and horn. 

— Scott— u The Lady of the Lake." 

32. As chief, w T ho hears his warders call, 

" To arms ! the foemen storm the wall ! " 

The antlered monarch of the waste 

Sprung from his heathery couch in haste ; 

But, ere his fleet career he took, 

The dewdrops from his flanks he shook ; 

Like crested leader proud and high, 

Tossed his beamed frontlet to the sky, 

A moment gazed adown the dale, 

A moment snuffed the tainted gale, 

A moment listened to the cry, 

That thickened as the chase drew nigh : 

Then, as the headmost foes appeared, 

With one brave bound the copse he cleared, 

And stretching forward full and far, 

Sought the wild heaths of Uam-Yar. 

—Scott—" The Lady of the Lake." 

33. Soldier, rest ! thy warfare o'er, 

Sleep the sleep that knows not breaking ; 
Dream of battle-fields no more, 



7<S Analysis of the English Sentence. 

Days of danger, nights of waking. 
In our isle's enchanted hall, 
Hands unseen thy couch are strewing, 
Fairy strains of music fall. 
Soldier, rest ! thy warfare o'er, 
Dream of fighting fields no more : 
Sleep the sleep that knows not breaking, 
Morn of toil, nor night of waking. 

—Scott—" The Lady of the Lake." 

34. At length, with Ellen in a grove 

He seemed to walk and speak of love ; 

She listened with a blush and sigh, 

His suit was warm, his hopes were high. 

He sought her yielded hand to clasp — 

And a cold gauntlet met his grasp : 

The phantom's sex was changed and gone, 

Upon its head a helmet shone ; 

Slowly enlarged to giant size, 

With darkened cheek and threatening eyes, 

The grisly visage, stern and hoar, 

To Ellen still a likeness bore — 

He woke, and, panting with affright, 

Eecalled the vision of the night. 

— Scott— u The Lady of the Lake." 

35. The bride kissed the goblet ; the knight took it 

up, 
He quaffed off the wine, and he threw down the 

cup, 
She looked down to blush, and she looked up to 

sigh, 
With a smile on her lips, and a tear in her eye. 
He took her soft hand, ere her mother could bar — 
"Now tread we a measure," said young Lochin- 

var. — Scott — "Lochinvar" in "Marmion." 



Exercises in Analysis, 79 

36. One touch to her hand, and one word in her ear, 
As they reached the hall door, and the charger 

stood near ; 
So light to the croup the fair lady he swung, 
So light to the saddle before her he sprung. 
"She is won! We are gone, over bank, bush, 

and scaur ; 
They'll have fleet steeds that follow, " quoth 

young Lochinvar. 

— Scott — "Lochinvar" in "Marmion." 

37. The train from out the castle drew, 
But Marmion stopped to bid adieu ; 
"Though something I might plain," he said, 
"Of cold respect to stranger guest, 

Sent hither by your king's behest, 
While in Tantallon's towers I staid, 
Part we in friendship from your land, 
And, noble earl, receive my hand." 
But Douglas round him drew his cloak, 
Folded his arms, and thus he spoke : 
"My manors, halls, and bowers shall still 
Be open at my sovereign's will, 
To each one whom he lists, howe'er 
Unmeet to be the owner's peer. 
My castles are my king's alone, 
From turret to foundation-stone — 
The hand of Douglas is his own, 
And never shall in friendship grasp 
The hand of such as Marmion clasp." 

—Scott—' ' Marmion . ' ' 

38. Burned Marmion's swarthy cheek like fire, 
And shook his very frame for ire, 

And— "This to me?" he said— 
"An 'twere not for thy hoary beard, 



80 Analysis of the English Sentence. 

Such hand as Marmion's had not spared 
To cleave the Douglas' head." 
And first I tell thee, haughty peer, 
He who does England's message here, 
Although the meanest in her state, 
May well, proud Angus, be thy mate ; 
And Douglas, more I tell thee here, 
Even in thy pitch of pride, 
Here in thy hold, thy vassals near, 
(Nay, never look upon your lord, 
And lay your hands upon your sword), 
I tell thee, thou art befied ! 
4nd if thou saidst I am not peer, 
To any lord in Scotland here, 
Lowland or Highland, far or near, 
Lord Angus, thou hast lied ! " 

—Scott— •" Marmion.' 

39. From the neighboring school 
Come the boys, 

With more than their wonted noise 

And commotion ; 

And down the wet streets, 

Sail their mimic fleets, 

Till the treacherous pool 

Ingulfs them in its whirling 

And turbulent ocean. 

— Longfellow — "Rain in Summer." 

40. They climb up into my turret, 

O'er the arms and back of my chair, 
If I try to escape, they surround me ; 

They seem to be everywhere. 
They almost devour me with kisses, 

Their arms about me entwine, 



Exercises in Analysis. 81 

Till I think of the Bishop of Bingen, 
In his Mouse-tower on the Ehine ! 

Do you think, O blue-eyed banditti, 
Because you have scaled the wall, 

Such an old mustache as I am 
Is not a match for you all ? 

I have you fast in my fortress, 

And will not let you depart, 
But put you down into the dungeon 

In the round-tower of my heart. 

— Longfellow — "Children's Hour." 

41. The world was all before them where to choose 
Their place of rest, and Providence their guide. 
They, hand in hand, with wandering steps and 

slow, 
Through Eden took their solitary way. 

—Milton— ■" Paradise Lost." 

42. Milton, thou shouldst be living at this hour. 
England hath need of thee. She is a fen 
Of stagnant waters ; altar, sword, and pen, 
Fireside, the heroic wealth of hall and bower, 
Have forfeited their ancient English dower 
Of inward happiness. We are selfish men ; 
Oh ! raise us up, return to us again ; 

And give us manners, virtue, freedom, power. 
Thy soul was like a star, and dwelt apart ; 
Thou hadst a voice whose sound was like the sea, 
Pure as the naked heavens — majestic, free ; 
So didst thou travel on life's common way 
In cheerful godliness ; and yet thy heart 
The lowliest duties on herself didst lay. 

— Wordsworth — *' Sonnet to Milton." 

—6— 



82 Analysis of the English Sentence. 

43. Ae fond kiss and then we sever ; 
Ae farewell, alas, forever. 
Had we never loved sae kindly, 
Had we never loved sae blindly, 
Never met, or never parted, 

We had ne'er been broken-hearted. 

— Burns — " To Nancy.' ' 

44. We look before and after, 
And pine for what is not ; 
Our sincerest laughter 
With some pain is fraught ; 

Our sweetest songs are those that tell of saddest 
thought.— Shelley—" The Skylark." 

45. One day, nigh weary of the irksome way, 

From her unhastie beast she did alight, 
And on the grass her dainty limbs did lay 

In secret shadow, far from all men's sight ; 

From her fayre head her fillet she uhdight, 
And laid her stole aside. Her angel's face, 

As the great eye of heaven shyned bright, 
And made a sunshine in the shady place ; 
Did ever mortal eye behold such heavenly grace? 
— Spenser — " Faery Queene." 

46. Last noon beheld them full of lusty life ; 

Last eve, in beauty's circle proudly gay ; 
The midriight brought the signal sound of strife ; 

The morn, the marshalling in arms ; the day — 

Battle's magnificently stern array ! 
The thunder clouds close o'er it, which, when 
rent, 

The earth is covered thick with other clay, 
Which her own clay shall cover, heapt and pent, 
Eider and horse, friend, foe, in one red burial 
blent. — Byron— " Battle of Waterloo." 



Exercises in Analysis. 83 

47. To him, who, in the love of nature, holds 
Communion with her visible forms, she speaks 
A various language. For his gayer hours 
She has a voice of gladness and a smile 

And eloquence of beauty ; and she glides 
Into his darker musings with a mild 
And healing sympathy that steals away 
Their sharpness ere he is aware. 

— Bryant — " Thanatopsis." 

48. Fitted for every use, like a great majestical 

river, 
Blending thy various streams, stately thou new- 
est along, 
Bearing the white-winged ship of poesy over thy 

bosom, 
Laden with spices that eome out of the tropical 

isles, 
Fancy's pleasuring yacht with its bright and flut- 
tering pennons, 
Logic's frigates of war, and the toil-worn barges 
of trade. 

— Story — " The English Language." 
49. Thou hast the sharp, clean edge, and the down- 
right blow of the Saxon, 
Thou the majestical march and the stately pomp of 

the Latin ; 
Thou the euphonious swell, the rhythmical roll of the 

Greek ; 
Thine is the elegant suavity caught from sonorous 

Italian ; 
Thine the chivalric obeisance, the courteous grace of 

the Norman ; 
Thine the teutonic German's inborn guttural strength. 
— Story— ■" The English Language." 



84 Analysis of the English Sentence. 

50. Therefore it is that I praise thee, and never cease 
from rejoicing, 

Thinking that good stout English is mine and my an- 
cestor's tongue ; 

Give me its varying music, the flow of its free modula- 
tion, 

I will not covet the full roll of the glorious Greek, 

Lucious and feeble Italian, Latin so formal and state- 

iy, 

French with its nasal lisp, nor German inverted and 

harsh, 
Not while our organ can speak with its many and 

wonderful voices, 
Play on the soft lute of love, blow the loud trumpet of 

war, 
Sing with the high sesquialtro, or, drawing its full 

diapason 
Shake all the air with the grand storm of its pedals 

and stops. 

— Story — " The English Language/ ' 



PART SECOND. 



Outlines of the Parts of Speech. 

I. THE NOUN. 

I. Definition. — A Noun (Latin, nomen) is a name. 

II. Classification. — According to their uses, nouns 
are classified as, (1) Proper, (2) Common. 

1. A Proper Voun is a particular name of a person, 
place, or thing ; as, John, London, Mars, etc. 

Rule. — Proper Nouns and their derivatives begin 
with a capital letter. 

2. A Common Noun is a general name of persons, 
places, or things ; as, boy, city, sun, etc. 

Common Nouns are sub-classed as follows : 

a. Class Nouns, names that may be applied to 
any one of a class ; as, boy, man, horse, etc. 

b. Abstract Nouns, names of qualities, actions, 
and all purely mental attributes ; as, sweet- 
ness, learning, joy, etc. 

c. Collective Nouns, names that in the singular 
form denote aggregation, or collection; as, 
jury, army, etc. 

III. Properties. — The Properties of nouns are Gen- 
der, Person, Number, and Case. 

1. Gender, in English grammar, is that property of 
nouns by which the sex of the person or thing named 
is denoted. 

There are, in reality, only two genders, but it is 
customary to distinguish both the fact of sex and the 



86 Analysis of the English Sentence, 

lack of sex by a gender. Hence, English grammarians 
recognize four genders, as follows: 

a. Masculine Gender, which denotes that the 
person or thing named is of the male sex ; as, 
boy, man, etc. 

b. Feminine Gender, which denotes that the 
person or thing named is of the female sex ; 
as, girl, lioness, etc. 

c. Common Gender, which denotes that sex is 
possessed by the person or thing named, but 
that the sex is not distinguished ; as, baby, 
children, calf, etc. 

d. Neuter Gender, which denotes lack of sex, as 
in inanimate things ; as, iron, wood, etc. 

2. Person is that property of nouns which shows 
whether the speaker, the person or thing addressed, 
or the thing spoken of, is meant. 

There are three persons : 

a. First Person, which denotes the speaker. 

b. Second Person, which denotes the person or 
thing addressed. 

c. Third Person, which denotes the person or 
thing spoken of. 

Note.— There is not much weight to " person " in nouns. The 
noun is so rarely and so questionably used in the first and the 
second persons, that there is little use of calling attention to this 
property in nouns. Pronouns, as will be seen, are more deeply 
affected by Person, and are strongly inflected to denote this 
property. 

3. Number is that property of Nouns which desig- 
nates whether one or more than one is meant. 
There are two numbers : 

a. Singular Number is that form of the noun 
which denotes that one is meant. 



The Noun. 87 

b. Plural Number is that form of the noun 
which denotes that more than one is meant. 
4. Case is that property of nouns which denote 
their relation in sense to the other parts of the sen- 
tence in which they are used. 

There are five cases, (a) Nominative, (b) Objective, 
(c) Appositive, (d) Adjective, or Possessive, and (e) 
Adverbial. 

a. The Nominative Case is the use of a noun to 
express the simple fundamental element, or 
the simple attributive element, of a judg- 
ment ; as in the sentence, " Mary is a seam- 
stress." 

b. The Objective Case is the use of a noun to 
express the idea of the direct, or the indirect, 
recipient of an act as expressed by a transi- 
tive verb in the active voice, etc. ; as in the 
sentence, " Mary gave me a book." 

c. The Appositive Case is the use of a noun to 
explain or more clearly designate the person 
or thing named by another noun, by denot- 
ing some peculiar habit, characteristic, trade, 
or calling, etc., of the person or thing named 
by the latter; as in the sentence, " Hobson, 
the Naval Constructor, is a hero." 

d. The Adjective, or "Possessive" Case is that 
use of a noun with the possessive sign, or 
with the preposition "of," to denote owner- 
ship, authorship, origin, fitness, source, etc., 
of the person or thing designated by the noun 
with which it is used ; as in the expressions, 
" Children's shoes," " the sun's rays," " the 
natives of Cuba," etc. 

e. The Adverbial Case is that use of the noun 



88 Analysis of the English Sentence. 

with or without the preposition, to denote 
the time, place, etc., of an action, being, or 
state ; as in the sentences, "John went home 
yesterday/' " We arrived in the city at day- 
break," etc. 

Note. — Cases "c," "d.," and "e.," will probably be criticised 
by the wise and learned, especially the older authors and edu- 
cators. But why the Appositive is not a " case " of the noun is 
a mystery to us. And it is not in the " same case " with the noun 
to which it is apposed, for it is an element of a lower rank, that 
is, a subordinate element, and hence cannot enter the same cate- 
gory with elements of a higher rank at the same time. 

The Adjective Case has so long been called the " Possessive " 
case, that many will hesitate to accept the name, "Adjective" 
case. But it is always an adjective use of the noun, and rarely 
means "possession" purelv. 

The Adverbial Case is such a use of the noun as is always ad- 
verbial, and never " objective" save when it falls upon the line 
between the adverbial and the objective, and is then called, and 
rightly, the "Adverbial Object." The use of the noun with the 
preposition as an adverb, is in no sense " objective." Hence we 
prefer the name Adverbial Case. 

There is another use of nouns in our language, which should 
be noted, — the use in naming the person addressed. This is called 
the " independent case." It has no synthetic connection with 
the expressions near which it occurs. It corresponds to the 
" Vocative Case " of the Latin language. In analysis, the mean- 
of such nouns should be noted, and they be designated as in the 
" Independent Case " by direct address. 

II. THE PRONOUN. 

I. Definition — A Pronoun (Latin, pro, for and 
nomen, name,) is a word used for, or instead of. a 
noun. 

II. Classification — 1. According to their structure, 
Pronouns are classified as follows : 

a. Simple, when in their simplest, original 
form ; as, I, he, thou, that, etc. 



The Pronoun, 89 

b. Reflexive, when used to intensify the idea 
expressed by some other pronoun, or noun ; 
as, myself, himself, itself, etc. 

c. Compound, when used to broaden the scope 
of the idea they express, or of the idea 
limited by the idea they express ; as, who- 
ever, whatever, whosoever, etc. 

2. According to their uses, or their natures, Pro- 
nouns are classified as follows : 

a. Personal Pronouns, such as by their forms 
denote the person, number, and case, and 
sometimes the gender; as, I, thou, he, she, 
it, and their declined forms. 

b. Relative Pronouns, such as are used to show 
the relation between, the idea expressed by 
some noun and a related thought expressed 
in a clause element; as in the expression, 
"The apples that you gave me," etc., as, 
Who, which, what, that, etc. 

c. Interrogative Pronouns, when they are used 
to ask a question ; as Mn the sentence, 
"Whose book is that? etc." 

d. Possessive Pronouns, when they are used to 
express the idea both of the possessor and the 
thing possessed; as, mine, thine, its, his, 
hers, ours, yours and theirs. 

e. Adjective Pronouns, such as are used to lim- 
it the ideas expressed by nouns by denoting 
possession or ownership; as, my, thy, your, 
its, his, her. 

III. Properties of Pronouns. — The Properties of 
pronouns are the same as those of Nouns ; Gender, 
Person, Number, and Case. Because the Pronoun is 
one of the most highly inflected parts of speech in our 



90 



Analysis of the English Sentence. 



language, a careful study of its declension is very nec- 
essary. 

IV. Declension. — Declension of the Pronoun is the 
giving of the various forms it assumes to denote the 
Gender, Person, Number, and Case. 



Declensions. 
Personal Pronouns. 

Nominative. Possessive. Adjective. Objective. 

First Person. 

Singular I mine my me. 

Plural we ours our us 

Second Person. 
Singular ......thou thine thy thee 

Plural ye, (you) yours your you 

Third Person. Masculine. 

Singular he his his him 

Plural they theirs their them 

Third Person, Feminine. 

Singular she hers her her 

Plural they theirs their them 

Third Person, Neuter. 

Singular .it its its it 

Plural.... they theirs their them. 

Relative Pronouns. 

Singular who whose whose whom 

Plural who whose whose whom 

Note. — As the other Pronouns have very little variety of form, 
and as these few forms are usually correctly used, no further 
space will here be given to this subject. 

Note.— The Nominative form of the Relative "who" is con- 
stantly used instead of the objective form, "whom." This should 
have been corrected long before the pupil has reached this grade 
of work, by a careful and constant supervision of the oral lan- 
guage of the pupil by the teacher. 



The Verb. 91 

III. THE VERB. 

I. Definition — A Verb is a word that asserts action, 
being, or state. Some verbs — all attributive verbs — 
express action and also assert this action as an attri- 
bute of their subjects. 

II. Classification — 1. According to their complete- 
ness of predication, verbs are classified as follows: 

a. Copulative, when they are used to express an 
idea of agreement between their subjects and 
some attribute of their subjects; as in the 
sentence, "John is writing." 

Some Copulative Verbs have a purely copulative use, 
while others may have this and other uses. Hence, 
Copulative Verbs are sub-classed as : 

1. Pure Copulative Verbs, such as are used 
purely to assert agreement ; as, be, am, is, 
are, was, were. 

2. Impure Copulative Verbs, such as may be 
used to express other than mere assertions 
of agreements. They are essentially of 
two kinds, as follows : 

a. Sense Verbs, such as express mind- 
decisions of agreement the certainty of 
which is left to the power of one of 
the " special senses " to determine ; as, 
looks, smells, tastes, sounds, and feels, 
etc. 

b. Mixed Copulative Verbs, such as are 
used to assert agreement, and at the 
same time may possess the nature of a 
pure attributive verb ; as in the sen- 
tence, " He appears scholarly, etc. 

b. Attributive Verbs, when used both to express 
an attribute of action and to assert agree- 



92 Analysis of the English Sentence. 

ment between this attribute and the subject ; 
as in the sentence, "John reads " (John is 
reading). "The boy studies his lesson/' 
(The boy is studying his lesson), etc. 
According to their peculiar nature, Attributive Verbs 
are: 

1. Intransitive, when they are used to express 
an idea of action that is not received by 
some person or thing; as in the sentence, 
" The boy runs.' ' 

2. Transitive, when they express an idea of 
action that is received by some person or 
thing; as in the sentence, "The boy loves 
his mother." 

2. According to their mode of forming their Past 
Indicative and Perfect Infinitive, Verbs are classified 
as follows : 

a. Irregular, when the past indicative and the 
perfect infinitive are formed irregularly ; as, 
go, went, gone, etc. 

b. Kegular, when the past indictative and the 
perfect infinitive are regularly formed by 
the addition of "d," or "ed " to the present 
indicatives ; as, love, loved, loved, etc. 

c. Defective, when some of the "principal 
parts" are wanting; as, must, ought, etc. 

d. Redundant, when there is more than one 
form for one or more of the "principal 
parts ; " as, bend, bent, or bended, etc. 

III. Properties. — The " Properties " of the verb are 
the various modifications, or inflections, it undergoes 
to indicate the voice, mode, tense, and agreements, of 
the verb. The names of the properties are, (1) Voice, 
(2) Mode, (3) Tense, (4) Person and number. 



The Verb. 93 

1. Voice is that property of the Transitive Attribu- 
tive Verb which designates whether the subject of the 
verb receives the act of some other agent, or whether 
the subject of the verb performs an act that is re- 
ceived by some other person or thing. 

Transitive Verbs have two voices : 

a. Active, when the subject of the verb per- 
forms an act that is received by some other 
person or things ; as, " John writes letters." 

b. Passive when the subject of the verb is the 
recipient of the action, which has been per- 
formed by some other agency ; as, " The 
apple was bitten by the boy." 

2. Mode is that inflection of the verb by which the 
manner in which the assertions are made by the verb 
are shown. 

There are four Modes, (a) Indicative, (b) Potential, 
(c) Subjunctive, and (d) Imperative. 

a. The Indicative Mode is that used to assert in 
the simplest form, the agreement between 
the fundamental and the attributive ele- 
ments of a judgment; as, " James recites." 

b. The Potential Mode is the use of auxiliaries 
to denote the power, possibility, permission, 
will, duty, or obligation to perform an act ; 
as, in the sentence, " I may go," etc. 

Observation. — The intervention of auxiliaries de- 
stroys the modification of the verb to denote the per- 
son and number of the subject. 

c. The Subjunctive Mode is the method of ex- 
pression in which the agreement in the judg- 
ment expressed in the principal sentence 
rests upon a condition as expressed in a sub- 
ordinate clause. In this Mode, the Person 



94 Analysis of the English Sentence. 

and Number of the verb are effected. The 
words, if, tho, unless, etc., in the conditional 
clause, are the usual signs of the condition, 
as in the sentence, " If I go, you will re- 
main. " 
c. The Imperative Mode is the use of a verb to 
express a command or an entreaty, etc. The 
peculiarity of this Mode is, that the subject 
is omitted ; (See discussion of the Impera- 
tive Sentence, Part I.) as, " Ring the bells, " 
etc. 
In this Mode, the Person and Number of the sub- 
ject do not enter into the consideration. In the Eng- 
lish language commands are always given to the per- 
son or thing addressed, hence, we may regard the sub- 
ject as being of the second person. 

Note. — Many authors regard the Infinitive as a verb, and there- 
fore discuss what they are pleased to call the " Infinitive Mode." 
But, since Mode is the " Manner of assertion of action, being, or 
state," and since Infinitives do not, and cannot, assert, we feel 
fully justified in disregarding an Infinitive Mode." All modes 
express ideas of action in exactly the same way. It is the man- 
ner of the assertion that we consider in the study of mode. The 
forms, uses, and relations of the Infinitive constitute the proper 
study of that part of speech. 

3. Tense is that form of the verb, or that use of 
auxiliaries which generally denotes the time with ref- 
erence to the present, of an action, being, or state. 

In the Indicative Mode there are six tenses that 
clearly distinguish time with reference to the present 
time : — 

a. Present Tense denotes present time, and is 
signified by the present indicative form of 
the verb; as, "I write, " "I am writing, " 
etc. 



The Verb. 95 

b. Past Tense denotes past time, and is signified 
by the past indicative form of the verb ; as, 
" I wrote," "I was wriMng," etc. 

c. Future Tense denotes future time, and is sig- 
nified by the present indicative form of the 
verb, together with the auxiliaries, shall and 
will, as tense signs, and these with " be," in 
the progressive form; as, "I shall write," 
" I shall be writing." 

d. The Perfect (or Present Perfect Tense) de- 
notes action, being, or state as completed at 
the present time, and is denoted by the per- 
fect infinitive, together with the use of 
the auxiliaries, have, has, or hast, to ex- 
press the idea of present time, with been, 
and the ing-infinitive in the progressive 
form; as, " I have written," "I have been 
writing." 

e. The Pluperfect (or Past Perfect) Tense de- 
notes action, being, or state as completed at 
some past time, and is expressed by the per- 
fect infinitive, together with the use of the 
auxiliaries, had, or hadst, to denote past 
time, with been and the in#-infinitive in the 
progressive form ; as, "I had written," 
" Thou hadst been writing," etc. 

f . The Future Perfect Tense denotes action, be- 
ing, or state as completed at some future 
time, and is denoted by the use of the per- 
fect infinitive, together with the auxiliaries, 
shall and will, to denote future time, and 
have, with been and the ing-infinitive in the 
progressive form ;as, " I shall have written," 
" He will have been writing," etc. 



96 Analysis of the English Sentence. 

Note. — The Future Perfect Tense seems to be the Present Per- 
fect Tense pushed forward into the future and so signified by 
"shall," or "will." "Been" intervenes in all these perfect 
tenses progressive to denote completed action. Note that the 
auxiliaries in the tenses receive modifications to denote the per- 
son and number of the Subject. 

In the Potential Mode there are four so-called 
Tenses. A close study of the forms will disclose the 
fact that the real time expressed is very indefinite. 

a. Present Tense; as, "I may go," " He can 
study," etc. 

b. Past Tense; as, "I might learn," " You 
could try," etc. 

c. Present Perfect Tense; as, "He may have 
gone," etc. 

d. Past Perfect Tense; as, "John might have 
succeeded," etc. 

Note.— Carefully study the real time expressed in the above 
sentences. What peculiar things do you note in each, with 
reference to the time of the actions ? 

Note.— Review what is said in Part I., concerning Mode Aux- 
iliaries. 

In the Subjunctive Mode, there are six tenses, as in 
the Indicative, and the time, with reference, to the 
present, is generally clearly distinguished in each. 
Not all the tense forms in the six tenses are in con- 
stant use, in this Mode, but all are allowable. 

Note.— The signs if, tho, unless, except, precede the verb in 
the Subjunctive Mode, and the modifications of the verb to agree 
with the subject in person and number are cancelled. In practice, 
however, there is much irregularity, even among our ablest 
writers and speakers, in this regard. 

In the Imperative Mode, there is but one tense, the 
Present, and this is indicated by the present indica- 
tive form of the verb, either in the common, or in the 
progressive form; as, "Stand," or "Be standing," 



The Infinitive. 97 

etc. Possibly there is an emphatic form of the verb in 
this Mode. If so, it is " do " together with the above 
forms; as, "Do thou stand, " or, "Do thou be stand- 
ing." These latter forms are not in present use, how- 
ever, and hence scarcely merit notice in a study of 
strictly modern English. 

IV. THE INFINITIVE. 

1. Definition. — An Infinitive is a word used to ex- 
press an idea of action, being or state, without the lim- 
itation of the person and number of its subject. 

II. Classification. — 1. According to their nature 
and use, Infinitives are classified as follows : 

a. Substantive, when used merely to name an 
action, being, or state. 

b. Attributive, when used to express the idea 
of an attribute of its subject, either nomina- 
tive or objective. 

c. Participial, when used as an adjective or as 
an adverb, it expresses an idea that qualifies 
an idea expressed by a noun, or a verb, or 
another infinitive. 

2. According to their form, Infinitives are classified 
as follows : 

a. Eoot-infinitives — Present Indicative forms of 
the verb, usually with " to." 

b. Ing-infinitives, the Indicative Present form, 

plus the sylable "-ing," denoting action in 
progress. 

c. The "-ed," the "-d," and the irregular 

forms, to denote completed action. 

3. According to the time of the action they express, 
Infinitives are classified as follows : 



98 Analysis of the English Sentence. 

m 

a. Present, denoting present action, being, or 

state. 

b. Perfect, denoting completed action, being, or 

state. 



V. ADJECTIVES. 

I. Definition. — An adjective is a word used to ex- 
press an idea that limits or qualifies an idea expressed 
by a noun ; as, " green leaves," " a parched desert," 
" running water," etc. 

II. Classification. — According as the ideas express- 
ed by adjectives limit or qualify the ideas expressed 
by nouns, adjectives are classified as follows : 

1. Definitive, when expressing ideas that limit by 
denoting what, whose, how many, etc. ; as, this pen, 
John's book, nine men, etc. 

2. Descriptive, when expressing ideas that qualify 
by denoting what kind ; that is, by denoting some 
quality, or modifying action of the person or thing 
named by the noun ; as, sweet apples, warm weather, 
falling rain, running stream, etc. 

III. Properties. — Descriptive Adjectives have one 
property, that is, Comparison. 

1. Definition. — Comparison is that form or modifi- 
cation of qualifying adjectives by which they denote 
a greater or a lesser degree of the quality possessed 
by the person or thing named by the noun. 

2. Degrees. — With reference to the positive, or the 
natural, or the standard degree, of the quality, there 
are two degrees of comparison, namely, the Compara- 
tive, and the Superlative. 

a. The. Comparative Degree denotes a quantity 
of the quality somewhat higher or lower, 



The Adverb. 99 

greater or less, than the standard quality ; as, 
wiser actions, more beautiful sunset, etc. 
The Comparative Degree is expressed by the 
use of the suffix u -er," or the words "more" 
or "less" prefixed to, the word expressing 
the standard quality. 

The Superlative Degree denotes the highest 
Dr the lowest, the greatest or the least, quan- 
tity of the quality, as compared with the 
standard quality ; as, the tallest trees, the 
sweetest apples, etc. 

The Superlative Degree is expressed by the 
suffix "-est," or the words "most," or 
"least," prefixed to, the adjective. 



VI. THE ADVEKB. 

I. Definition. — An Adverb is a word that is used to 
express an idea that qualifies or limits ideas of action, 
being, or state, expressed by verbs or infinitives, and 
to limit ideas of quality expressed by adjectives and 
other adverbs, by denoting the manner, time, place, 
cause, reason, accompaniment, or agency, etc., of the 
action, being, or state, expressed by verbs, or by de- 
noting the degree of quality expressed by adjectives 
and adverbs. 

II. Classification. — According to their nature or 
use, Adverbs are classified as follows : 

1. Adverbs of Manner, such as qualify the idea of 
action, etc., by denoting the manner of the perform- 
ance or the being so ; as, "running swiftly." 

2. Adverbs of Place, such as limit the idea of action 
to a certain place ; as, "standing there." 

i.tfC. 



100 Analysis of the English Sentence. 

3. Adverbs of Time, such as limit the idea of action 
by denoting when it took place ; as, "reciting now." 

4. Adverbs of Cause, such as limit the idea of action 
by denoting the Why? of its performance ; as, "There- 
fore he suffers." 

5. Adverbs of Degree, such as express ideas that in- 
tensify the ideas expressed by descriptive adjectives 
and adverbs of manner; as, "most civilized country," 
"running very swiftly," etc. 

6. Adverbs of Eeason, closely related to Adverbs of 
Cause. 

Note.— Adverbs of Accompaniment, Agency, etc., express 
shades of meaning in the form of phrase elements, and some- 
times in the form of clause elements. Such adverbs are to be 
studied better in Analysis. They have no word-representatives 
in our language, as is practically true of adverbs of cause and of 
reason, save in the use of the interrogative "Why." 

III. Properties. — Comparison. Adverbs of Manner^ 
derived as they are from descriptive adjectives, are 
compared in the same manner as are descriptive ad- 
jectives. Keview Comparison of Adjectives, and apply 
the principles to Adverbs of Manner. 

VII. CONNECTIVES. 

I. Definition. — Connectives are such words as are 
used to express the relations existing between the 
ideas or judgments expressed by words, phrases, 
clauses, or sentences. 

II. Classification. — According to the rank of the 
ideas or judgments between which they express rela- 
tions, Connectives are classified as follows : 

1. Co-ordinate, when they express the relations ex- 
isting between elements of the same rank ; as, and, or>. 
etc. 



Connectives. 101 

According to the nature of the relations they express, 
Co-ordinate Connectives are classified as follows : 

a. Copulative, when used merely to express the 
relation of aggregation of ideas or thoughts 
of the same rank ; as, and, also. 

b. Adversative, when used to express the idea 
of contrary conditions in the members joined ; 
as, but, though, etc. 

c. Comparative, when used to express the re- 
lation of a comparison between the related 
members joined ; as, as many as, as far as, 
etc. 

d. Alternative, when used to express the idea 
of a choice or preference, of the co-ordinately 
used ideas or thoughts used disjunctively ; 
as, or, nor, etc. 

Alternative Connectives maybe classified as follows : 

1. As to form — 

a. Simple ; as, or, nor, either, neither. 

b. Double ; as, either — or, and neither — nor. 

2. As to Nature — 

a. Positive ; as, or, and either — or. 

b. Negative ; as, nor, and neither — nor. 

2. Subordinate Connectives, when they are such as 
are used to express the relations existing between 
judgments or ideas of unequal rank. 

Subordinate Connectives are sub-classed as follows : 

a. Conditional Connectives, when used to ex- 
press the relations existing between a prin- 
cipal and a subordinate judgment, when the 
subordinate judgment is the condition upon 
which the principal judgment becomes a fact 
as stated ; Examples — if, tho, unless. 

b. Eelative Pronouns, which are used to ex- 



102 Analysis of \h° English Sentence. 

press the relation of the judgment expressed 
by the Adjective Clause to the idea limited 
by this related judgment; as, who, which, 
what. 

c. Relative Adverbs, which are used to express 
the relation existing between a subordinate 
related judgment and the idea expressed by 
a noun, which it limits by denoting time or 
place ; as, when, where. 

d. Conjunctive Adverbs, which are used to ex- 
press the relation existing between a sub- 
ordinate related judgment and some idea of 
action, being, or state, which the subordinate 
related judgment limits by denoting time, 
place, etc. ; as, when, where. 

e. Prepositions, which are used to express the 
relations existing between subordinate re- 
lated ideas and the ideas which these sub- 
ordinate related ideas limit or qualify ; as, 
on, in, by, into, from, of, under, etc. 

VIII. EXCLAMATIVES. 

Definition. — Exclamatives are words used to express 
surprise, enthusiasm, sentiment, scorn, hatred, admo- 
nition, admiration, disregard, etc. 

Following are examples of Exclamatives : 

Oh!, Behold!, Hurrah!, Hallelujah!, Bravo!, Be- 
ware!, Glory!, Wonderful !, Pooh !, etc. 

In analysis of thought, the significance of such ex- 
pressions ought to be considered, and they should be 
named, simply, " Exclamatives." 



SUPPLEMENT. 



i. 

Eules for Spelling Plural Nouns. 

Eule I. — The plurals of nouns are regularly formed 
by adding " s" to the singular form. 

Eule II. — The plurals of nouns ending in " y " pre- 
ceded by a consonant are formed by changing final 
" y " to " i," and adding " es " to this form. 

Eule III. — The plurals of nouns ending in "f" or 
" fe " are formed by changing " f " or, " fe " to " v," 
and adding " es." 

There are some exceptions to Eule III., as " fife," 
"fifes," "staff," "staffs," etc. 

Eule IV. — The plurals erf nouns ending in the sound 
of "s," "sh," "ch," "x," "z," " j," are formed by 
adding " es " to the singular. 

Eule Y. — The plurals of most nouns ending in " o" 
preceded by a constant sound are formed by adding 
" es " to the singular. 

Eule VI. — The plurals of some nouns are denoted 
by different words. 

Eule VII. — The plurals of signs, letters, figures, 
etc., are formed by adding " J s" to the singular. 

Eule VIII. — In compound words, the basic part is 
usually pluralized. 

Eule IX. — In some compound words, both parts are 
pluralized. 

Eule X. — Some nouns have two plurals, according 
to the meaning they are meant to express. 

Eule XL — Some nouns have no plural form. 



104 Analysis of the English Sentence. 

Kule XII. — To spell the possessive forms — 

1. First spell the singular form, then add the pos- 
sessive sign ( ; s). If the singular ends in "s," some- 
times add the apostrophe ( ; ) only. 

2. Plural. First spell the plural, then add the pos- 
sessive sign ('s). If the plural ends in "&" usually 
add the apostrophe (') only. 

Note. — Proper nouns are easily pluralized. 

Note.— Foreign nouns are variously pluralized. As little use is 
made of them in this grade, it is thought unnecessary to treat 
them here. 

Note.— To The Teacher: Supply list of nouns involving the 
above rules, and require the pupils to acquire skill in correctly 
writing the plurals. 

II. 
Uses of Capital Letters— Punctuation. 

The general uses of Capital Letters should be al- 
ready accurately known by pupils of this stage of 
language study. It should be taught incidentally but 
persistently in connection with all the language work 
fo all the preceding years, as well as should also, the 
uses of the period and other marks of punctuation, es- 
pecially as far as their fixed uses extend. Scarcely 
does one ever learn all the uses of the comma, but if 
properly taught, the fixed uses of all the marks of 
punctuation may be definitely learned by every pupil 
before the age of twelve. 

Let the teacher see to it, that the pupils in the 
grades receive the above knowledge in connection 
with the written composition, and other language 
work. Punctuation, in its broader sense is learned 
only by punctuating, and the flexibility of the use of 
the comma, especially, will for a long time be a source 
of something akin to wonder to the student. 



Supplement 105 

III. 

Conjugation. 

To " conjugate a verb" is to produce all the forms 
of the verb in the various .voices, modes, tenses, and 
persons and numbers. 

The author does not consider this work finished 
without supplying a model for the conjugation of 
verbs. Too little attention is paid of late to the fixing 
of the correct forms of verbs in the mind of the pu- 
pil. The conjugation of the verb " teach " is appended 
hereto : 

Teach. 

Principal Parts — present, teach ; past taught ; per- 
fect infinitive, taught. 

Active Voice. 
Indicative Mode. 
Present Tense. 
Singular. Plural. 

1. I teach. We teach. 

2. Thou teachest, (you teach). Ye or you teach. 

3. He teaches. They teach. 

Past Tense. 

1. I taught. We taught. 

2. Thou taughtest (you taught). Ye or you taught. 

3. He taught. They taught. 

Future Tense. 

1. I shall teach. We shall teach. 

2. Thou wilt (you will) teach. Yeoryou will teach. 

3. He will teach. They will teach. 



106 Analysis of the English Sentence. 

Present Perfect Tense. 

1. I have taught. We have taught. 

2. Thou hast (you have) taught. Ye or you have 

taught. 

3. He has taught. They have taught. 

Past Perfect Tense. 

1. I had taught. We had taught. 

2. Thou hadst (you had) taught. Ye or you had 

taught. 

3. He had taught. They had taught. 

Future Perfect Tense. 

1. I shall have taught. We shall have 

taught. 

2. Thou wilt (you will) have Ye or you will have 

taught. taught. 

3. He will have taught. They will have 

taught. 

Potential Mode. 
Present tense. 

1. I may teach. We may teach. 

2. Thou mayst (you may) teach. Ye or you may teach. 

3. He may teach. They may teach. 

Past Tense. 

1. I might teach. We might teach. 

2. Thou mightst (you might) Ye or you might 

teach. teach. 

3. He might teach. They might teach. 

Present Perfect Tense. 

1. I may have taught. We may have taught 

2. Thou mayst (you may) have Ye or you may have 

taught. taught. 

3. He may have taught. They may have 

taught. 



Supplement 107 

Past Perfect Tense. 

1. I might have taught. We might have 

taught. 

2. Thou mightst (you might) Ye or you might have 

have taught. taught. 

3. He might have taught. They might have 

taught. 

Subjunctive Mode. 
Present Tense. 

1. If I teach. If we teach. 

2. If thou (you) teach. If ye or you teach. 

3. If he teach. If they teach. 

Past Tense. 

1. If I taught. If we taught. 

2. If thou (you) taught. If ye or you taught. 

3. If he taught. If they taught. 

Future Tense. 

1. If I shall teach. If we shall teach. 

2. If thou (you) will teach. If ye or you will 

teach. 

3. If he will teach. If they will teach. 

Present Perfect Tense. 

1. If I have taught. If we have taught. 

2. If thou (you) have taught. If ye or you have 

taught. 

3. If he has taught. If they have taught. 

Past Perfect Tense. 

1. If I had taught. If we had taught. 

2. If thou (you) had taught. If ye or you had 

$ taught. 

3. If he had taught. If they had taught. 



108 Analysis of the English Sentence. 

Future Perfect Tense. 

1. If I shall have taught. If we shall have 

taught. 

2. If thou (you) will have taught. If ye or you will 

have taught. 

3. If he will have taught. If they will have 

taught. 

Imperative Mode. 
2. Teach thou. 2. Teach Ye. 

Passive Voice. 
Synopsis. 

Indicative Mode. 

Present Tense I am taught. 

Past Tense I was taught. 

Future Tense I shall be taught. 

Present Perfect Tense I have been taught. 

Past Perfect Tense I had been taught. 

Future Perfect Tense I shall have been taught. 

Potential Mode. 

Present Tense I may be taught. 

Past Tense I might be taught. 

Present Perfect Tense I may have been taught. 

Past Perfect Tense I might have been taught. 

Subjunctive Mode. 

Present Tense If I be taught. 

Past Tense If I were taught. 

Future Tense If I shall be taught. 

Present Perfect Tense If I have been taught. 

Past Perfect Tense If I had been taught. 

Future Perfect Tense ,..If I shall have been taught. 

Imperative Mode. 

Present Tense Be taught, or Be thou 

taught. 



Supplement 109 

Note.— Let many verbs be conjugated as above, until the pupil 
is thoroughly acquainted with all the various forms in the dif- 
ferent voices, modes, tenses, persons, and numbers. 

Note.— It will be observed that some of the forms -of the sub- 
junctive are not in common use. Some are indeed weak. But as 
all these tenses are represented in the subjunctive mode, it is 
better that they be studied in the complete conjugation. 

Note.— Some authors touch the Subjunctive lightly, because 
they realize that the gradual growth and change of the language 
are slowly gnawing at the peculiar modifications of the verb in 
this mode, and that they will, probably, finally end in the 
smoother forms of the indicative mode. 

Note.— To the Teacher: The foregoing study of the parts of 
speech should not and cannot be kept entirely separate from the 
studies in analysis: By properly doing the work of Part First, 
almost all of the work in Part Second will have received the at- 
tention of the pupil. Part Second should be a summary of the 
pupil's knowledge already gained from Part First and elsewhere, 
and should supply other details necessary to a thorough under- 
standing of the vital, underlying principles of our language. 

It is confidently believed that, with a thorough mastery of the 
lessons of this book, the pupil will be prepared to lay hold upon 
whatever difficulties remain with power to grasp and to solve 
the same. If such be the consequence of this study, this work 
has not been done in vain. 



